8 ijal 3 (1) (2018) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal socio-cultural aspects of teaching foreign languages in the faculty of languages and arts, state university of jakarta sri harini ekowati indira kusuma p fakultas bahasa dan sastra, universitas negeri jakarta, indonesia info articles ___________________ history articles: received 23 february 2018 approved 11 march 2018 published 1 april 2018 ___________________ keywords: foreign language leraning; foreign language textbook; socio-cultural aspects _______________________ abstract ____________________________________________________________ this study aims to identify the social and cultural aspects in the french and german textbooks. it stands to reason that learning a foreign language inevitably involves sociocultural aspects as language does not stand alone but must be related to the context. when teachers teach foreign language at the same time they also introduce its sociocultural aspects. in consequence, textbooks should contain all the socio-cultural aspects of the language to be learnt. cecrl, a theory derived from didier, is employed to determine the socio-cultural aspects in the french and german textbooks. there are seven aspects of socio-cultural by didier but the writers will only use six aspects, they are: la vie quotidienne, les conditions de vie, les relations interpersonnelles, valeurs, croyences, et comportements, savoir-vivre, comportements rituels. the analysis of two textbooks show that the textbooks contain six aspects of sociocultural having daily lives as the most dominant. how to cite ____________________________________________________________ ekowati, s. h., & p., i. k. (2018). socio-cultural aspects of teaching foreign languages in the faculty of languages and arts, state university of jakarta. international journal of active learning, 3(1). © 2018 universitas negeri semarang  address correspondence: kampus a gedung e, jl. rawamangun muka jakarta timur 13220 e-mail: sriharini@unj.ac.id p-issn 2528-505x sri harini ekowati & indira kusuma p / international journal of active learning 3 (1) (2018) 9 introduction teaching a foreign language is certainly not the same as teaching indonesian to the indonesia. in foreign language teaching, teachers would have to explain at least two things: the aspects of the language itself and the socio-cultural aspects. aspects of language consist of phonetic, phonological, and lexical. socio-cultural aspects are attached to the target language since language and socio-cultural aspects are inseparable. the discussion of socio-cultural aspects means everything that is related to the social aspect, which includes among others: the setting for communication, the purpose of having a communication, the participants of the communication, and the topic of conversation/communication. aspects of culture including among others: cultural objects in the form of artifacts, body gestures (kinesthetic), physical distance when a person communicates, eye contact when communicating and so on. given these things then the teaching of foreign languages is not only focused on the elements of language but should also include the elements of socio-cultural of the language being learnt. it is necessary for a language learner to comprehend the variety of socio-cultural aspects, since he or she will evidently meet or speak with the first language speaker. if learners only proficient in the aspect of language and not in the aspect of socio-cultural, it will create misunderstanding that leads to communication gap. surely, this is detrimental to both sides. this study is based on the idea that learning a foreign language is intended to have a communicative competence that is able to speak or communicate orally and in writing correctly. experts argue that communicative competence is not only associated with grammaticality of a sentence or speech but definitely is broader than that. tagliante (1994: 35-36) states that communicative competence consists of 4 components: la composante linguistique, la composante sociolinguistique, la composante discursive ou énonciative dan la composante stratégique. the following is the brief description. composante la linguistique consists of four language skills: the ability to understand spoken and written texts and speaking and writing skills including the understanding of the lexical elements, the rules of morphology, syntax, grammar and phonology. la composante sociolinguistique is the ability to use the language learned in accordance with the situation including rules covering the social, age, gender, setting of communication. or in simple expressions, when we speak or write, we must remember who are we talking to, where, under what circumstances, and when the situation so as to influence the choice of vocabulary and grammar used. la composante discursive relates to speech acts. we need to understand the speaker’s intention whether to instruct, ask, being sarcastic, and so on. la composante stratégique is verbal and non-verbal strategy used when the speaker is uttering something. it need to be understood by the foreign language learner. such understanding of verbal and non-verbal in learning foreign language will improve learner’s communicative competences. however, has this understanding appeared in classroom context? has it reached expectation? are the textbooks used already fulfilled the requirements to equip learners with communicative competences? are the textbooks used already contained socio-cultural aspects? as we all familiar that textbooks play pertinent role in the process of teaching and learning in classroom. study by mustakin from language centre on the role of socio-cultural aspects in the teaching of bipa showed that not all textbooks / materials for bipa are presenting the material or information about the socio-cultural aspects of indonesian. out of 43 bipa textbooks observed, only 24 textbooks that are featuring material about the socio-cultural aspects of indonesian, whilst the rest are not. (www.ialf.edu/kipbipa/papers/mustakim.doc accessed on october 12, 2016). previous study on socio-cultural aspects was also conducted by suci mahardikawati from muhammadiyah university of surakarta. her study was on socio-cultural aspects in folklore of ki ageng balak’s tomb and its functions for mertan villagers, district bendosari, sukoharjo: review on literary reception sri harini ekowati & indira kusuma p / international journal of active learning 3 (1) (2018) 10 and its implementation as a material for teaching indonesian literature in high school, concluded that the implementation of ki ageng balak folklore as a teaching material to teach literature was relevant and appropriate. (www.eprints.ums.ac.id/33235/i/artikel/i%20publikasi.pdf accessed on october 12, 2016). the results of these studies illustrate that textbooks should present complete socio-cultural aspects. this thought on the importance of socio-cultural aspect in textbook intrigues the writers to analyze the socio-cultural aspects in alter ego 1 and studio d.a1 textbooks. this study aims to analyze the socio-cultural aspects in textbooks used by freshmen in french and german study programs. the results of this study are expected to provide information about the textbook used in the french and german study programs. if the textbooks are considered suitable and or appropriate then students can use them but if it turns out that these textbooks are not appropriate then further analysis should be conducted by study program to find other textbooks. someone learns foreign language with a purpose. every individual has a different.purpose. if someone wants to be a translator he/she needs to understand the meaning of foreign language and then translate it into his/her mother tongue. he/she may not need to achieve advanced competence in speaking. if someone learns a foreign language for the purpose of being a tour guide, then it requires the ability to speak, to communicate with foreign tourists. the students from french study program are prepared to be educators after they graduate. the aim is really lucid that students should have the ability to speak french orally and in writing at a level delf b2, master french teaching methodologies, (see academic guideline). the graduates from french study program should be able to communicate orally and in writing at the level of delf b2l, which means they must be able to communicate orally and in writing in accordance with the socio-cultural aspects of french. currently foreign language teaching in indonesia is already very advanced. along with these advances, there are many institutions that hold the teaching of foreign languages. in state university of jakarta, there are some foreign language study programs under the auspices of the faculty of languages and arts. foreign language study programs are english, french, german, arabic, japanese and mandarin. those languages are considered as foreign languages in indonesia, thus the acquisition of foreign language is acquired through learning. learning is the acquisition of knowledge or mastery of a subject or a skill by learning, experiencing, or instructing (brown, 2007: 8). as brown’s opinion on learning, that learning can be described as a deliberate attempt to gain knowledge about somethingin this case is foreign languagethrough learning, experiencing and instructing. acquistion a foreign language is usually done in a formal way and is different from the acquisition of the mother tongue or first language that is derived naturally, obtained through family, from mother, father, sister, grandmother, grandparents, caregivers and others. the following is a description how foreign languages in the faculty of languages and arts are conducted. this description is listed in academic guideline. learning outcomes of french study program in 2014 are: a. applying/using french by utilizing science and technology to solve problems and adapting to the situation as professional educators, teachers and researchers of french. b. solving the problem of learning and teaching of french by refering to the apt theories, concepts, designs and models of learning french. c. mastering theories, approaches, concepts, principles of language and language learning and applying them in the teaching and learning of french. d. mastering some theoretical concepts on french literature, culture, translation and specific french (fos). e. finding the right solution to solve the problems of teaching and learning french. f. designing learning materials in accordance with the needs of teaching and learning and applying them with full responsibility. (bpa 2014: 241). sri harini ekowati & indira kusuma p / international journal of active learning 3 (1) (2018) 11 hence, the learning outcome of german study program as stipulated in bpa 2014 (academic guideline) are: 1). the graduates from german study program are able to communicate orally and in writing equivalent to b2 in general and in the field of offices and tourism; 2) graduates are also able to plan, manage and evaluate german learning equivalent to b1 level and able to conduct research in teaching and leraning; 3) graduates are able to understand concepts of tourism and to explain domestic tourist attraction, able to organize travel and are able to offer domestic travel, (bpa 2014: 255). perceiving from both study programs learning outcomes, no significant differences appear. both produce graduates who have the ability of language level as b2 of cecr. graduates are also expected to master french/german, tourism and offices and most importantly both study programs prepare the graduates to be educators of french and german. to achieve these goals, study programi should prepare qualified teachers to master the language to be taught and mastering foreign language teaching methods. infrastructures should be prepared in the form of adequate classroom and language laboratory, adequate media of learning and textbooks and so on. the following section will discuss the textbooks currently used in french and german study programs. textbooks currently used in french study program is alter ego. alter ego can be translated into indonesian as the tangan kanan . this phrase means that people can be trusted to gain a success. in french, alter ego is having similar meaning that is to help learners to gain success in french both orally and in writing. freshmen use alter ego 1 textbook. the book is written by team which some of its members have often written french textbooks for foreigners (fle). the authors of the book are annie berthet, catherine hugo, véronique m. kizirian, beatrix sampsonis and monique weandendries. they are teaching french at the alliance française in paris. the textbook series are alter ego 1, alter ego 2, alter ego 3 and alter ego 4. each series is written by different people. this study will analyze alter ego 1 for students of french study program published by hachette livre in paris, france in 2006. alter ego 1 is fle textbook aims at adult learners and beginners. the learning outcome epected by using this textbook is students are able to master the french at the delf a2 level. time allotted when learning on this textbook is 120 hours of instruction followed by assignments and evaluation. alter ego 1 consists of 3 leçon divided into 9 dossier. by the end of the dossier, there is carnet de voyage which contains information about the culture of each initial dossier; there is a sheet fenêtre sur on material to be covered. at the end of the textbook, there is alter ego 1 sheet named horizon containing intercultural knowledge. alter ego 1 comes with a cd, a workbook for students and teachers book. studio d is a textbook used by german study program, faculty of languages and arts, state university of jakarta since the academic year 2008/2009. the textbook is written by hermann funk, christina kuhn, silke demme and friends. the textbook is published by katalis publisher, jakarta with license from the cornelsen publisher, germany. this indicates that the textbook has many users in indonesia. studio d textbook is oriented at gemeinsamen europäisschen referenzrahmen standard at the level of a1b1 that delivers learner on a basic level test zertifikat deutsch. studio d consists of: 1. textbooks and workbook (kursund übungsbuch). 2. workbook for proficiency (sprachtraining). 3. audio-cd for learners. 4. handbook of vocabularies 2 studio d (vokabeltaschenbuch). 5. handbook for teachers (unterrichtsvorbereitung). studio d textbook package is consisting of studio d a1, studio d a2 and studio d b1 assigned for the semester 1, semester 2 and semester 3 students of german study program, state university of jakarta. 1. the textbook and workbook (kursund übungsbuch) consists of 12 chapters with the theme of everyday life. at the end of each four chapters of discussion, there is a chapter called station. this chapter is a discussion about the three previous chapters. as in every textbook and workbook there sri harini ekowati & indira kusuma p / international journal of active learning 3 (1) (2018) 12 are four stations: station 1, station 2, station 3 and station 4. at the end of textbook concludes with a page that contains the modelltest test for language proficiency of the 12 themes that were discussed earlier. exercises/tasks for listening, reading, writing and speaking (hὅren, license, schreiben and sprechen) are set in accordance with the requirements contained in everyday life, used by native speakers of german. 2. workbook of proficiency contains material for all the required proficiency, which can help learners to practice more intensive at home. for that matter, the textbook is also equipped with a cd-rom. 3. audio cd for learners. cd is also provided to practice listening skills, which can also improve the ability of learners to speak. 4. the handbook vocabulary (vokabeltaschenbuch). this handbook contains new vocabulary words, which are presented in sequence. 5. handbook for teachers (unterrichtsvorbereitung). this handbook can be used by teachers in presenting the material contained in textbooks and workbook. the technique of presentation and additional knowledge that must be mastered by teachers, including an explanation of the social and cultural aspects of germany, is also contained in this book. according to bourdier, textbook (les manuels) consists of three components: cognitive, pedagogical and ideology component, (bourdier, 2007: 2). the cognitive component related to material or content of the textbook. materials are things that will be delivered to the learners. it is usually organized in chapters or in french it is called dossier or leçon. a textbook can contain 10 or more chapters organized by the themes. pedagogical component is the teaching the methods, techniques and approaches adopted by the authors of the book. french textbook and german both are using actional approach that is communicative approach by supplying additional communicative tasks or tâches communicatives. ideological component is a component that illustrates a society. through the textbook, the learners are able to recognize the ideology of a nation, as ideology is usually reflected in the textbook, though perhaps incomplete. the explanation shows that through the textbook, the author describes many things on the material itself, and how to deliver the material as well as the ideology espoused by the author. thus, through textbooks, learners can find all information about a community / nation. such information forms an impression about a culture. in terms of the presentation of information about the socio-cultural aspects, the author of the textbook is not necessarily deliver direct and explicit aspects, but through the selection of texts in accordance with the theme. the texts are usually served well so sometimes the social and cultural aspects and ideology are implied. since the text book comes with a cd, and even then there are socio-cultural aspects of language learning. in the textbook there are a number of texts, images and photographs, all of which are usually chosen to introduce language that we learn and socio-cultural aspects as well. therefore the media is really useful for learners to understand the language and the social aspects of its culture. in this regard, the author of the textbook has thought ad selected texts containing socio-cultural aspects that are easily understood by the learners. in learning a foreign language, texts that contain elements of socio-culture are used to convey information to the learner's about certain conventions in communcation. this study requires qualitative method. data are collected on socio-cultural aspects from the two textbooks. the data gathered are then analyzed by using table of analysis based on cecrl. there are 7 socio-cultural aspects of european society, namely: la vie quotidienne, les conditions de vie, les relations interpersonnelles, valeurs, croyences, et comportoments, langages de corps, savoir-vivre, comportements rituels. (cecrl didier: it 82-84). la vie quotidienne or everyday life is related to food, drink, work schedule, daily activities, such as national holidays and so forth. sri harini ekowati & indira kusuma p / international journal of active learning 3 (1) (2018) 13 les conditions de vie (living conditions) is related to the level of life, living conditions, social security, and so forth. les relations interpersonnelles (interpersonal relationships) in relation to the social structure of society, the relationship between social class, race relations, the relationship between the political groups, and so forth. valeurs, croyences, et comportement (values, beliefs, and behavior) is associated with the group sosioprofesional, income, regional culture, institutions, and other so forth. langages de corps (body language) is associated with body movement, gestures, eye movements and so forth that are used when talking. savoir vivre or life skills is in relation to the timeliness, giving gifts (gift), clothing, ways to say goodbye and so forth. the last aspect is rituels comportement dans les domains tels que la pratique religieuse et rites, naissances, marriage,mort etc, which means behavior associated with religious practices, birth, marriage, death, and so forth. of the seven socio-cultural aspects, only six of which will be used to analyze the two textbooks in french and german. the analysis covers only written texts therefore body gestures related in speaking are not included. this study uses qualitative descriptive method with content analysis. the object of the study is socio-cultural aspects found in alter ego and studio 1 d. a1 textbooks. the instrument of this study is the research team equipped with tables based on the theory adopted. the data analysis technique used is the theory from milles and huberman with the following steps: data reduction, data presentation and conclusion. the results of textbooks analysis showed that both the textbook: alter ego 1 d and studio a1 contain socio-cultural aspects and the most common is the aspect of daily life. this aspect often appears is probably because the author considers that it is really pertinent to be acknowledged by beginners. from the standpoint of socio-cultural aspects, the textbooks alter ego 1 and studio d a1 are really suitable for use. if viewed from the date of publication of the textbook alter ego 1 published in 2006, was a bit old-fashioned and needs to be replaced with a textbook published in 2015 or 2016. while the textbook studio d a1 is still suitable for use as it is the eight printed version of the textbook published in 2016. references bettermann, christel et al. 2006. studio d a1deutsch als fremdsprachunterrichtsvorbereitung. berlin : cornelsen. bourdier, philippe. 2007, stereotypage, stereotype: fontionement et mise en scene. tome 3 education, ecole didactique. paris : l’harmattan brown , h douglas. 2007 . prinsip pembelajaran dan pengajaran bahasa, edisi kelima. diterjemahkan oleh noor cholish dan yusi avianto pareanom. kedutaan besar amerika serikat buku pedoman akademik fakultas bahasa dan seni. conseil de l’europe 2005. un cadre europeen commun de reference pour les langues : apprendre , enseigner , evaluer . paris : didier funk, hermann. 2016 . studio d a1 deutsch als fredsprche-kurs und ubungsbuch. jakarta: katalis – cornelsen. kementerian pendidikan dan kebudayaan universitas negeri jakarta, 2013/2014. robert, jean – pierre. 2008 . l’essentiel francais. dictionnaire pratique de didactique du fle. nouvelle edition revue et argumentée. paris: edition orphrys. shadily, hasan, 1984. sosiologi : untuk masyarakat indonesia. jakarta: bina aksara. tagliante, christine .1994. la classe de langue . paris : cle international www.eprints.ums.ac.id/33235/i/artikel/1%20publikasi.pdf www.ialf.edu/kipbipa/papers/mustakim.doc zarate, geneviève, 1986, enseigner une culture étrangère. paris : hachette. 58 ijal 3 (2) (2018) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal the teaching strategy of bahasa indonesia in curriculum 2013 wisnu nugroho aji , sri budiyono indonesian language and literature, faculty of teacher training and education, universitas widya dharma klaten, indonesia info articles ___________________ history articles: received 30 november 2017 approved 11 march 2018 published 1 october 2018 ___________________ keywords: learning strategy, curriculum 2013, teaching bahasa indonesia _______________________ abstract ____________________________________________________________ this article is intended to explain and describe the implementation of curriculum 2013 on bahasa indonesia. a plan of choosing learning strategy of bahasa indonesia is supposed to be adapted to the characteristics and approach of the curriculum. it also works for curriculum 2013 which recommends five stages of scientific approach: observing, asking, trying, associating, and communicating. based on the characteristics and scientific approach, some learning strategies which are in line with curriculum 2013 scheme are found. they are (a) expository learning strategy, (b) contextual teaching and learning (ctl), (c) inquiry learning strategy, and (d) problem-based learning strategy (pbls). how to cite ____________________________________________________________ aji, w. n. & budiyono, s. (2018). the teaching strategy of bahasa indonesia in curriculum 2013. international journal of active learning, 3(2), 58-64. © 2018 universitas negeri semarang  address correspondence: jalan ki hajar dewantara, klaten utara, karanganom, klaten utara, kabupaten klaten, jawa tengah 57400 e-mail: wisnugroaji@unwidha.ac.id p-issn 2528-505x wisnu nugroho aji, sri budiyono / international journal of active learning 3 (2) (2018) 59 introduction indonesian language study is a planned and purposeful activity that it requires learning strategies in their implementation so that the learning goal can be achieved. a research entitled "the implementation of curriculum 2013 on the indonesian language in klaten" resulted that one of the teacher's obstacles in the implementation of curriculum 2013 is learning strategy plan. it can be seen from the gaps between indicators and achievements in process and outcome assessments. in general, the strategy can be interpreted as a major outline enacted to achieve the particular goal. if it is associated with teaching, the strategy may also be interpreted as general patterns of teacher and student activities in the realization of teaching and learning activities to achieve the objectives outlined. strategy, in education, is defined as planning which contains about a series of activities designed to achieve certain educational goals (sanjaya, 2007: 126). besides, subana (2003: 16) explains that the learning strategy is a design or pattern used to determine teaching and learning process. it can be concluded that the learning strategy is an action plan (series of activities) including the use of methods and utilization of various resources/ strength in learning. the strategy is formulated to achieve a certain goal, which means that the direction of all strategy-making decision is the achievement of objectives, that the compilation of learning steps, the utilization of various facilities and learning resources are all directed to achieve the objectives. however, a clear goal whose success can be easily measured needs to be arranged. under the above description, the author will discuss the learning strategy which is one of the ways to train students to be more skillful. this paper focuses on the teaching of indonesian language to junior high school in klaten. the purpose of this research is to know and to describe learning strategy and model. this study is expected to be useful for readers, especially teachers, who want to know and apply strategies and learning models in their teaching process. method the study is conducted in 5 junior high schools along klaten; smp n 2 ceper, smp n 2 jogonalan, smp n 1 karanganom, smp n 4 klaten, and smp n 5 klaten. this research is conducted for ten months, from december 2016 to september 2017. the details of current research activities are implementation (planning, action, monitoring evaluation, and reflection), compilation, report improvement based on seminar, multiplication, and delivery of research report. the method employed is the case study. a case is similar to a problem or a phenomenon under the perspective of the researcher's knowledge. triangulation of data and method is conducted to make sure the validity of the data. the technique of data analysis uses flowing miles and huberman model with three stages: data reduction, data presentation, and conclusion. result & discussion the implementation of curriculum 2013 curriculum 2013 is a design of learning to develop the potential of learners and to realize a noble, healthy, knowledgeable, capable, creative, independent, democratic, and responsible indonesian generation with dignity, high civilization, culture, character, faith, and piety to god almighty (kemdikbud, 2013). curriculum 2013 is a set of plans and arrangements concerning objectives, content, and instructional materials as well as methods used as guidelines for learning activities to achieve certain educational goals. this curriculum has actively been implemented since 2013. wisnu nugroho aji, sri budiyono / international journal of active learning 3 (2) (2018) 60 the concept of curriculum 2013 curriculum 2013 is an advanced step and development of competency-based curriculum (kbk) and school-based curriculum (ktsp). it includes aspects of knowledge, attitudes, and skills. some elements that change over curriculum 2013 development are graduate competence, content, structure, learning process, assessment process, syllabus, and book (kemendikbud, 2014:24). some of these elemental changes are expected to balance the following hard and soft skill: 1) graduate competence, graduate competency standard of curriculum 2013 is derived from student’s demand. it is different from the graduate competency standard of kbk and ktsp which is derived from the material standard. 2) material standard, the content standard of curriculum 2013 is derived from graduate competency standards through subject competencies which are subject-free, while the previous two curricula standard is formulated based on subjects (competency standards based on passing subject) detailed into competency standards and basic competency of subjects. 3) curriculum structure, curriculum 2013 consists of two groups of compulsory subjects supposed to be learned by all students and special subjects relevant to their talents, interests, and abilities. 4) the learning process, curriculum 2013 focuses on the scientific approach. the use of scientific approach aims to improve students' credibility with logical thinking during the learning process. 5) the assessment process, assessment of curriculum 2013 is aimed at assessing the process and results. assessment is done continuously or authentic assessment. assessment includes all aspects: knowledge, attitudes, and skills. 6) syllabus, curriculum 2013 teachers do not need to create a syllabus. the syllabus in the curriculum 2013 is prepared by the government. the implementation of curriculum 2013 in the learning process the implementation of curriculum 2013 is the actualization of the curriculum in the learning process, competence improvement, and character building of learners. it is an educational design that helps learners develop their potential through the learning process. learning and curriculum are important components of education. learning and curriculum are interrelated. the actualization of the curriculum in the learning process requires teachers’ activeness to create and to grow various activities in accordance with the programmed plans. the implementation of the curriculum is done through fun, effective, and meaningful learning. there are five things to consider related to the organization of learning in the implementation of curriculum 2013: the implementation of learning, expert formation and coaching, utilization of environment and community resources, as well as development and management of learning policies (mulyasa, 2013: 04). the success of curriculum 2013 implementation can be assessed through the implementation of the learning plan, learning process, the formation of competence, and the character of learners. in general, learning activities include initial activity or opening, core activity or the inclusion of competence and character, and the final or concluding activities. a class implementing curriculum 2013 cannot be separated from the scientific approach. the learning process consists of steps of the scientific approach. the learning strategy of curriculum 2013 the discussion on the implementation and characteristics of curriculum 2013 above and the construct of observation, document analysis, and in-depth interviews with junior high school teachers of class ix in klaten concludes some strategies which can be used in teaching bahasa indonesia by developing the scientific approach in curriculum 2013. the strategy is as follow: expository learning strategy wisnu nugroho aji, sri budiyono / international journal of active learning 3 (2) (2018) 61 an expository learning strategy is a strategy which emphasizes the process of verbal material delivery of a teacher to a group of students so that students can master the subject optimally. it is a form of teacher-oriented learning approach because the teacher plays a very important or dominant role in this strategy. the teacher presents in a well-prepared, systematic, and complete formula that students stay listening and digesting nicely and accurately. appropriate learning method describes the following strategy: 1) lecturing lecturing method is an oral illumination of learning the material to a group of listeners to achieve certain learning objectives in a relatively large number. it is in line with the meaning and purpose of the expository strategy. it is a lecture or one-way strategy. 2) demonstration demonstration method is a way of presenting lesson material by demonstrating or displaying to students a particular process, situation or object studied in either real or imitational presentation. the teacher physically demonstrates the learned material. 3) socio drama sociodrama essentially dramatizes behavior about social problems. the teacher explains the material by dramatizing the behavior in the class as an example. contextual teaching and learning (ctl) contextual teaching and learning (ctl) is a learning concept which helps teachers correlate learning materials with students' real-world situation, and encourages students to relate their knowledge and apply it in their daily life. the characteristics of contextual learning are: 1. learning is carried out in an authentic context 2. learning provides opportunities for students to do meaningful tasks (meaningful learning). 3. learning is done by providing meaningful experiences to students (learning by doing). 4. learning is done through group work, discussion, and mutual review among friends (learning in a group). 5. learning provides an opportunity to create the sense of togetherness, working together, and understanding one another in depth (learning to know each other deeply). 6. learning is conducted actively, creatively, productively, and it emphasizes the importance of cooperation (learning to ask, to inquire, and to work together). 7. learning is done in a pleasant situation (learn, ask, and enjoy activity). a good learning method describes the following strategy: a. demonstration method the teacher demonstrates the material by engaging in students’ daily activities; so that they understand deeply. b. sociodrama method the teacher explains by dramatizing the behavior associated with social problems around the students that they understand better than before. inquiry learning strategy inquiry learning strategy is learning activity series emphasizing the critical and analytical thinking process to find the answer to a problem they face. the following are main strategies of inquiry learning: 1) emphasizing on students’ maximum activity to search and to find. it means treating students as the object of learning. 2) when the material is not complete or unfinished, and it needs a proof for the conclusion. wisnu nugroho aji, sri budiyono / international journal of active learning 3 (2) (2018) 62 3) when the learning process begins with student's curiosity with something. 4) when the teacher teaches a group of students, who are highly motivated and open-minded. this strategy will be less successfully when applied to students with lack of ability to think. 5) when the number of students is not over, that the teacher can easily control them. 6) when the teacher has enough time to use a student-centered approach. spi is a strategy that emphasizes on the intellectual development of students. mental development (intellectual), according to piaget, is influenced by four factors: maturation, physical experience, social experience, and equilibration. this strategy uses several relevant methods which include: 1) discussion discussion method is a way of managing learning process by presenting the material through problem-solving, or systems analysis of technology product whose solution is very open. students, in this case, discuss a problem given by the teacher, that students are motivated to be active. 2) assigning tasks task assignment is the way of teaching or presenting the material by assigning them to do a job/project. the task assigned to the students to lead them more active. 3) experimental method the experimental method is a way of managing the learning process by conducting experimental activities. thus, this method stimulates students to perform an active activity based on their own experience. 4) question and answer method question and answer method is a way of presenting lessons in the form of questions and answer. the teacher allocates time for the students to ask about the materials. problem-based learning strategy (pbls) according to the learning psychology of pbls which relies on the cognitive aspect of students, learning is a process of behavioral change due to experience. it is not merely the process of memorizing some facts, but a conscious process of interaction between individuals and their environment. through this process, students develop their skill gradually. in essence, the development of the students not only occurs in the cognitive aspect but also their affective and psychomotor aspects through internal appreciation of the problems faced. when learning is seen from the philosophical aspect of school which functions as a place to prepare students to live among society, pbls is a prospective strategy which is significant to develop because the human being is must face a problem. pbls is expected to provide the training and ability of each to be able to solve the problems, from simple to the complex ones. apart from the philosophical aspect of school, pbls is one of the learning strategies that can be used to improve the learning system. other steps of problem-based learning consist of five stages described in the following table; stage 1: student orientation to the problem the teacher explains the learning objectives and the required tools and motivates the students to engage in the problem-solving activity he or she uses. stage 2: organizing students to learn teachers help students define and organize learning tasks related to the problem. stage 3: guiding individual and group investigations teachers encourage students to collect appropriate information and to conduct experiments to get explanations and problem-solving. stage 4 : develop and present the work. wisnu nugroho aji, sri budiyono / international journal of active learning 3 (2) (2018) 63 teachers help students plan and prepare appropriate work like reports, videos, and models and help them share their work with friends. stage 4: developing and presenting the work teachers help students plan and prepare appropriate work like reports, videos, and models and share their work with friends. step 5: analyzing and evaluating the problem-solving process teachers help students reflect or evaluate their investigations and the processes they use. conclusion curriculum 2013 is a set of plans and arrangements concerning objectives, content, and instructional materials and method used as guidelines for the implementation of learning activities to achieve certain educational goals actively implemented in 2013. the implementation of the curriculum is done with fun, effective and meaningful learning. five things need to be considered related to the organization of learning for the implementation of the curriculum: the implementation of learning, the provision and coaching of experts, the utilization of environment and community resources, and the development and management of learning policies. the success of curriculum 2013 implementation can be assessed through the application of lesson planning, learning, the formation of competence, and the character of the learner. the learning strategy selection of curriculum 2013 should be adapted to its characteristics with the scientific approach. some of the strategies which can be implemented are: (a) expository learning strategy; (b) contextual teaching and learning (ctl) (c) inquiry learning strategy; and (d) problembased learning strategy (pbls). references aji, n, wisnu. 2016. model pembelajaran dick and carrey dalam pembelajaran bahasa dan sastra indonesia. jurnal kajian linguistik dan sastra vol 1. no. 2. pp 119 -126 aji. n. wisnu., sri budiyono. 2017. implementasi kurikulum 2013 mata pelajaran bahasa indonesia di kabupaten klaten. jurnal varidika vol 29. pp 1-8 aunurrahman. 2009. belajar dan pembelajaran. bandung: alfabeta. deporter, bobbi. 2000. quantum teaching. gunawan, d., utanto, y., & maretta, y. a. 2017. an analysis on indonesian teachers’ reasoning in resolving moral dilemmas. man in india, 97(2), 829-841. hairudin. 2007. pendidikan bahasa indonesia untuk sekolah dasar. jakarta: balai pustaka. hamalik, oemar. 2008. isjoni. 2009. pembelajaran kooperatif. yogyakarta: pustaka pelajar. iskandarwssid and sunendar, d. 2008. strategi pembelajaran bahasa. bandung: remaja rosdakarya. johnson, elaine b. 2009. contextual teaching and learning. bandung: mlc (translated version by ibnu setiawan). komalasari, kokom. 2010. pembelajaran kontekstual konsep dan aplikasi. bandung: refika aditama. legowo, budi.2016. learning strategy of role playing in the material submission of the nuclear power application environmental physics subjects. international journal of active learning. vol 1. no.1 pp 20-22 mardikantoro, h. b., & maretta, y. a. 2016. language shift of javanese and its impacts on the transformation of samin community. man in india, 96(11), 4167-4180. nurgiantoro, burhan. 2010. penilaian pembelajaran bahasa berbasis kompetensi. yogyakarta: bpfe. parmin, sajidan, ashadi, sutikno, & maretta, y. a. 2016. preparing prospective teachers in integrating science and local wisdom through practicing open inquiry. journal of turkish science education, 13(2), 3-14. rusman. 2011. model-model pembelajaran. jakarta: raja grafindo persada. sanjaya, wina, 2009. pembelajaran dalam implementasi kurikulum berbasis kompetensi. jakarta: kencana prenada group. silberman, mel. 2009. active learning. 101 strategi pembelajaran aktif. sumardiyani, listyaning., fine reffiane, ngurah ayu, siti lestari. 2017. model of monitoring and evaluation of character education at universitas pgri semarang. international journal of active learning. vol 2. no.2 pp 112-119 utanto, y. sukirman, s. & maretta, y. a. 2017. surviving in the limitations: education implementation patterns in coast al communities. man in india, 97(10), 163-175. https://scholar.google.co.id/scholar?oi=bibs&cluster=13812154591945658222&btni=1&hl=id https://scholar.google.co.id/scholar?oi=bibs&cluster=13812154591945658222&btni=1&hl=id https://journal.unnes.ac.id/nju/index.php/ijal/article/view/7736 https://journal.unnes.ac.id/nju/index.php/ijal/article/view/7736 https://journal.unnes.ac.id/nju/index.php/ijal/article/view/11494 https://journal.unnes.ac.id/nju/index.php/ijal/article/view/11494 wisnu nugroho aji, sri budiyono / international journal of active learning 3 (2) (2018) 64 utanto, y., widhanarto, g.p. and maretta, y.a., 2017, march. a web-based portfolio model as the students’ final assignment: dealing with the development of higher education trend. in aip conference proceedings (vol. 1818, no. 1, p. 020063). aip publishing. warsito, bambang. 2008. teklnologi pembelajaran (landasan dan aplikasinya). jakarta: rineka cipta. 90 ijal 2 (2) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal increasing skills in writing literature study on research-based learning through authentical assessment lecturing in innovation class of social science learning naniek sulistya wardani  universitas kristen satya wacana, salatiga, indonesia info articles ___________________ history articles: received 23 february 2017 approved 11 march 2017 published 1 october 2017 ___________________ keywords: literature review writing skill; authentic assessment; innovation of ips learning _______________________ abstract ____________________________________________________________ the purpose of this study is to determine whether the improvement of literature review skills on research-based learning can be pursued through the authentic assessment of the lectures of the innovation of learning ips of pgsd students. this type of research is a classroom action research, using a spiral model of c. kemmis and robin mc. taggart. the research procedure uses 2 cycles, each cycle consists of 3 stages namely, 1) action planning 2) implementation of action and observation, 3) reflection. the subjects of the study were all students of pgsd class 2014 e of the subjects of innovation of ips learning as much as 27 students consisting of 7 male students and 20 female students. data collection techniques use observation and product assessment. data analysis technique is a percentage technique that compares literacy review writing skills through authentic assessment in ips lectures between cycles. the result of the research shows that there is an improvement of writing skill of study lecture study of ips learning innovation, which is pursued through authentic assessment. this is evident from the improvement of writing skills worthy of achievement from cycle 1 to cycle 2 ie from 62.14% of 27 students increased to 72.60% of all students in cycle 2. writing skills in research-based learning is a skill to express the idea of the problem , organizing facts, concepts and principles, use of eyd grammar and grammar. authentic assessment is an assessment consisting of connection aspects, reflection aspects, and feedback aspects how to cite ____________________________________________________________ wardani, n. s. (2017). increasing skills in writing literature study on research-based learning through authentical assessment lecturing in innovation class of social science learning. international journal of active learning, 2(2). © 2017 universitas negeri semarang  address correspondence: jl. diponegoro, no. 52-60, salatiga, sidorejo, kota salatiga, jawa tengah 50714 e-mail: wardani.naniek@gmail.com p-issn 2528-505x naniek sulistya wardani / international journal of active learning 2 (2) (2017) 91 introduction both contain rational and empirical data. based on that, it is necessary to develop the activity of writing a scientific report that begins by writing a literature review first, before the students plunge into the field. both contain rational and empirical data. based on this, it is necessary to develop the activity of writing a scientific report that begins by writing a literature review first, before the students plunge into the field. student of primary school teacher education (pgsd) fkip swcu salatiga is a prospective teacher who will become a teacher, must do research. in addition, in kkni, emphasizing research-based learning. therefore, it is necessary to encourage the 3rd year students in the learning innovation course of ips sd to carry out simple research by conducting field study. ongoing learning-based research and product lectures in the form of research reports. in order for the research report to succeed well, it is necessary to improve writing literature review skills. to know the amount of skills students have to write, need measurement. measurements used for writing skills are authentic judgments. authentic assessment is expressed by gulikers, bastiaens, and kirschner, (2004: 69) which defines that; an assessment requiring students to use the same competencies, or combinations of knowledge, skills, and attitudes that they need to apply in the criterion situation in professional life. the forms of assessment concern students' learning reflections, behaviors, motivations and relevant learning attitudes. authentic assessment as an effort to assign tasks to learners such as researching, writing, revising and discussing articles, providing oral analysis of events, collaborating with each other through debate, etc.. scott (2003) in afifah et al. (2016: 451) explains that, in authentic judgments there are three main aspects, namely connecting, reflecting, and feedback. connection aspect serves to encourage students to relate facts, concepts, and principles together in solving problems. the reflection aspect serves to assist the student in developing self-awareness and reflective skills of what has been learned. feedback aspect serves to give feedback to the results of student reflection. through feedback, students will receive feedback from lecturers in the form of inputs that can be used to improve the work of students, through intensive faculty lecturing. authentic assessment encourages learners to construct, analyze, synthesize, interpret, explain, and evaluate information and then turn it into new knowledge. so an authentic assessment is an assessment that covers all aspects of learning competence, consisting of connections (connecting between concepts, facts and generalizations), reflections (developing reflections from those already learned) and feedback from lecturers. through authentic assessment encourages learners to improve their writing skills. writing skills in research-based learning are skills in listening to readings to express the idea of finding a problem, speaking to organizing facts, concepts and principles (reading the problem), reading to revise or researching the use of language and writing by using the correct grammar in solving problems. concept of ips. thus, improving student writing skills related to the quality of prospective elementary teachers needs to be improved. this is supported by the opinion of mozes kurniawan (2016: 33) which explains that teachers in iondonesia still need to develop their professionalism. explained by mawardi (2014: 44), that the focus of teacher professionalism development is essentially development of competence teacher itself. based on the above issues, it is necessary to improve the writing skill of ips research-based innovative learning literature study through authentic assessment. the research problem formulated is whether the improvement of writing skills study literature learning innovation based ips research can be pursued through authentic assessment. the purpose of the expected study is to find out whether the improvement of writing skills study literature learning innovation based ips research can be pursued through authentic assessment. methods this research was conducted in pgsd faculty of teacher training faculty of satya wacana christian university of salatiga in the first semester of academic year 2016/2017. the subjects of the study naniek sulistya wardani / international journal of active learning 2 (2) (2017) 92 were 14 class of e students, consisting of 27 students, consisting of 7 male students and 20 female students. in this study there are two variables of writing skills in research-based learning and authentic assessment. writing skills in research-based learning are skills to express problem ideas, organize facts, concepts and principles, use of eyd grammar and grammar. the dependent variable of the authentic assessment is an assessment consisting of connection aspects, reflection aspects, and feedback aspects. the type of this research is classroom action research (ptk) with ptk procedure using at least two cycles. each cycle consists of three stages namely, planning, implementation of action and observation, and reflection. ptk model like this is a spiral model proposed by stephen kemmis and robin mc.taggart. stages of activity in each cycle are described in detail in the following figure. figure 1. spiral-based action research by stephen kemmis and robin mc. taggart type of research data in the form of primary data. techniques of data collection using observation with the form of an instrument of observation guidance in the form of rating scale (rating scale) which is accompanied by rubric. data analysis technique is a percentage technique that compares between literacy writing skills between cycles. test of research instrument using validity test and reliability test. this research is said to be successful, if the number of students who achieve high writing skills reaches 80% of all students the data analysis technique uses a percentage technique that compares the writing skills between cycles. the researcher is the lecturer of the course concerned. results and discussion student's writing skill is done in learning activity of ips sd learning innovative learning-based learning. research-based learning in the ips sd learning innovation lecture is conducted within one semester, ie in semester 1 academic year 2016/2017. implementation of student-centered learning that students are active and involved in learning and faculty as a facilitator. in the study of ips sd innovation based on research, it is designed by giving topics of lecture for each group in this case the students listen to the basic concept concept of ips discipline, the formulation of the basic concept concept of ips discipline, reasoning (in this activity arrange the literature review based on problem formulation) , collecting data in the field (in this case outdoor in parangtritis diy), analyzing the results of data collection, drawing conclusions, presentations and making reports. the literature review is one of the earliest activities in research that will determine the next steps, becomes important. in preparing the literature review requires writing skills. writing skills in research-based learning are skills to express problem ideas, organize facts, concepts and principles, use of eyd grammar and grammar. activity in this research-based learning consists of writing, reading and communicating activities through activities that have dynamics and changes quickly and then respond widely (risya pramana situmorang, 2016: 52). furthermore, the ability of the learners is the ability to write, read and communicate by tang (2015: 307) called literacy. naniek sulistya wardani / international journal of active learning 2 (2) (2017) 93 the skills to express the idea of the problem in question is the skill in expressing the choice of ideas to reveal the essential concepts in ips to answer the issues raised. the skills of organizing facts, concepts and principles are skills in connecting facts related to social issues with the ips concept of each ips discipline and the use of ips principles. skill of grammatical use in question is in submission of literature review idea, need to use good indonesian grammar, so that reader can understand every sentence written. while the intended in eyd's writing is the literature review following eyd. by paying attention to the four skills mentioned above, the writing skills of literature review to be good, and easy to understand. the result of the study of literature review skill based on percentage of students, in detail presented in table 1 below. tabel 1. distribution percentage number of undergraduate students writing skills literature skills cycle idea organization grammar eyd score pre 17,40 12,80 10,25 4,91 45,46 i 24,33 16,54 14,45 6,82 62,14 ii 29,30 21,60 14,80 6,90 72,60 source: primary data from table 1 it appears that the result of students' writing skill is improved from before there is an authentic assessment action on the pre cycle of 45,46% from all students, increase in cycle 1 reaches 62,14% and increase again in cycle 2 that is 72,6% from all students. in pre cycles, before any authentic assessment, the number of students who literature review worthy of reaching 45.46%. the low percentage of writing skills, caused by the absence of feedback from lecturers. at that time, after students accepted the topic and formulated the problem, the students immediately made a literature review. at this time, there has been no intensive guidance from lecturers, so the literature review that students have not yet directed. this means that disclosure of ideas has not been focused, organizing concepts have not been clearly composed, have not paid attention to good grammar in writing and many writings that do not use a good eyd. basing on the results of research obtained from pre cycles, it is necessary to do an authentic assessment. authentic assessment is an assessment consisting of connection aspects, reflection aspects, and feedback aspects. this assessment of authentic assessment assesses all aspects of learning competence, namely knowledge competence, attitude competence and skill competence. the knowledge competence is related to the substance of the ips learning innovation course. competence attitude related to the activities undertaken in learning ips innovation is listening, formulating problems, reasoning contained in the literature review. skill competence is related to writing literature review skills. thus, in authentic judgments consisting of connections (connecting between concepts, facts and generalizations) in this case is the substance of the literature review, the reflection of reviewing and developing reflections from what has been learned to write the literature review is even better, in other words revising literature review. dismissed from the lecturers in the form of inputs for improvements of literature review, so that students can improve the study of libraries that have been made. through authentic assessment, students benefit more and encourage students to improve the writing that has been made for the better. student literature writing skill, after authentic assessment, shows the result that increase from the previous that is in cycle 1 reaches 62,14% from 27 skilled student write worthy, and in cycle 2 reach 72,60%. although the percentage of student writing skills has increased, but the improvement achieved is not optimal. therefore. the improvement of writing skills still needs to be improved again. based on the results of the authentic assessment, the distribution of the acquisition of writing skill scores with scores a, b, c and d, in detail presented in table 2 below. naniek sulistya wardani / international journal of active learning 2 (2) (2017) 94 table 2. distribution of authentic student rating scores according to writing skills literature skills cycle pre-cycle i ii fre % fre % fre % b (70-84) 1 3,70 10 37,04 18 66,67 c (55-69) 15 55,56 14 51,85 9 33,33 d (40-54) 11 40,74 3 11,11 0 0,00 jumlah 27 100,00 27 100,00 27 100,00 source: primary data table 2 scores obtained by the students using an authentic assessment. authentic assessment is an assessment consisting of connection aspects, reflection aspects, and feedback aspects. it appears from table 2, from cycle 1 and cycle 2, none of the students get the value of a. but the student score for b has increased from pre cycle, cycle 1 and cycle 2 that is from the students score increase, ie in pre cycle 3 , 70, increased to 37.04 on cycle 1 and up again in cycle 2 to 66,67%. increase in the number of students who get the b value, is a natural thing because the students have obtained an action in the authentic assessment that has experienced lecturer and feedback. the value of c and d between cycles decreased, ie for the c value of 55.56% pre cycle, down to 51.85% cycles 1 and down again to 33.33% in cycle 2. this is reasonable, because it has received assessment action authentic, students are increasingly skilled in writing literature review. likewise, the value of d, also decreased from 40.74% pre cycle, decreased to 11.11% cycle 1 and decreased again to 0% in cycle 2. decrease in scores to non-skilled students wrote this literature review in accordance with the fading delivered by jacob s. blumner (2008: 21-25), that the lack of writing is in the linguistic aspects and writing techniques, especially the inconsistent vocabulary and writing of the presentation. aspects of language and writing techniques in this study are indicated by writing following eyd. this is reinforced by the results of research isah cahyani (2005: 14), which found that students find it difficult to write a paper, which is caused less able to develop paragraphs, organize the language effectively, especially to compose the sentence, memakepkan appropriate vocabulary, and using writing mechanism, writing techniques. for that, bloom in wasitohadi, (2014: 69) explained that the important factor in learning is the environment in the classroom. conclusion based on the results and discussion, the conclusion obtained is that there is an increase in writing skills study literature learning innovation based ips research pursued through authentic assessment. based on these two things, new ideas are developed which are the essence of the research findings. based on the results of research and findings obtained, the recommendation given is the improvement of writing skills for students is necessary, therefore the lecturers in learning need to use research-based learning using authentic assessment. references afifah, sholihul hadi, andi fadllan. 2016. peningkatan kemampuan menulis laporan praktikum melalui penilaian autentik dengan balikan dan pendampingan pada pembelajaran ipa kelas vii a mts negeri 02 semarang. prosiding seminar nasional alfa vi. klaten: universitas widya dharma. blumner, jacob s. 2008. beyond the reactive: wac programs and the steps ahead” dalam journal on writing across the curriculum. michigan, usa: university of michigan. cahyani, isah. (2005). pengembangan model pembelajaran menulis bermu atan kecakapan hidup untuk meningkatkan kebermaknaan pembelajaran bahasa indonesia. laporan penelitian tidak diterbitkan. bandung: lemlit upi (lembaga penelitian universitas pendidikan indonesia). naniek sulistya wardani / international journal of active learning 2 (2) (2017) 95 diah tri widayati, dkk. 2010. pedoman umum pembelajaran berbasis riset (pupbr). yogyakarta: kerjasama antara p3, kantor jaminan mutu,dan lppm ugm. kellog, ronald t. 2008. training writing skills: a cognitive developmental pe spective journal of writing research. usa: department of psychology, saint louis university mawardi. 2014. kualifikasi dan kompetensi guru di indonesia dan australia barat. jurnal scholaria. vol. 4 no. 2. mei 2014. 42-51. salatiga: uksw fkip pgsd mozes kurniawan. 2016. developing teacher professionalism: a study on szenior to junior supervision. jurnal satya widya. vol. 32 no. 1. juni 2016. 29-40. salatiga: uksw fkip nurgiantoro, burhan. 2001. penilaian dalam pengajaran bahasa dan sastra. yogyakarta: bpfe yogyakarta. subandi achmat utman dkk. 2014. meningkatkan kemampuan menulis karangan narasi sugestif dengan menggunakan media gambar seri siswa kelas v sdn arjasa 02 jember tahun pelajaran 2012-2013. jurnal edukasi. unej 2014. http://www.tappdf.com/read/1900-odt-jurnal-ilmiah-online-universitas-jember sudjana nana. 1995. tuntunan penyusunan karya ilmiah. bandung: sinar baru algensindo. situmorang risya pramana. 2016. integrasi literasi sains peserta didik dalam pembelajaran sains. jurnal satya widya. vol. 32 no. 1. juni 2016. 49-57. salatiga: uksw fkip tang, s.k. 2015. reconceptualising science education practices from new literacies research. science education international journal. 26 (3): 307-324. tarigan, henry guntur. 1984. menulis sebagai keterampilan berbahasa. bandung: penerbit angkasa. wardani naniek sulistya. 2016. upaya pembiasaan membaca melalui pende katan problem based learning (pbl) mahasiswa pgsd. prosiding seminar nasional mmp 2016. salatiga: uksw. wasitohadi. 2014. manajemen sistem pembelajaran di sekolah. jurnal scholaria. vol. 4 no. 2. mei 2014. 62-78. salatiga: uksw fkip pgsd. zulela, ms. 2012. ketrampilan menulis narasi melalui pendekatan konstrukti visme di sekolah dasar, sekolah dasar kajian teori dan praktik pendidikan 21, 34. 59 ijal 2 (2) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal strengthening the students' value of diversity in learning in global era karnadi hasan  islamic religion education of faculty of tarbiyah and teacher training (fitk) walisongo state islamic university of semarang, indonesia info articles ___________________ history articles: received 23 february 2017 approved 11 march 2017 published 1 october 2017 ___________________ keywords: beliefs; obedience; religious conduct _______________________ abstract ____________________________________________________________ religious education as the basis of formation of students is basically a form of internalization of the value of faith and devotion (imtaq) through the vehicle of school education. the importance of the imtaq coaching, because religious education paying attention to all aspects of student potential (supriyadi, 2004: 123), which includes manners (inner strength, character), mind (intellect), and body (dewantara, 1977); cognitive, affective, and psychomor (blomm et al., 1981); thinking, acting, and feeling (gable, 1986); smart and good (lickona, 1992); intelligence quotiont, emotional quotion, and spiritual quotiont (agustian, 2001), to be a faithful and devout human being to god almighty, to be noble, healthy, knowledgeable, capable, creative, independent and to be a democratic and responsible citizen (uuspn number 20 year 2003, article 3). the implementation of religious education in schools as an effort to develop the values and attitudes of religious students, will be effective when using an integrative approach. such approaches include: (1) creation of a school culture which is conducive to the growth of imtaq, (2) imtaq material integration into other non-religious education subjects, (3) extracurricular activities that contain imtaq, and (4) cultivate school cooperation with parents and community in the guidance of imtaq students. strengthening students' religious values in schools can occur from: (1) creation of school culture, which includes school discipline, learning facilities, and teacher competence; (2) learning process of religious education; (3) learning result competence; and (4) the religiosity of students in the community related to belief, religious practices, and religious behavior (the consequences). this article is the main idea of strengthening the values of religious students as an effort to establish noble character and enrichment of information for observers of religious education in schools. how to cite ____________________________________________________________ hasan, k. (2017). strengthening the students' value of diversity in learning in global era. international journal of active learning, 2(2). © 2017 universitas negeri semarang  address correspondence: jalan walisongo no. 3-5, tambakaji, ngaliyan, kota semarang, e-mail: karnadi_hasan@yahoo.com p-issn 2528-505x karnadi hasan / international journal of active learning 2 (2) (2017) 60 introduction in the national educational objectives, the dimensions of faith and taqwa (imtaq) are an integral part of the national education system. this means that the whole educational effort as an integrated system must be systematically directed to produce a whole human being, one of which is a human being who believes and piety to god almighty. director general bagais (2005: 8) states that pai as a learning program is directed to: (1) maintaining the aqidah and devotion of students, (2) becoming the foundation and motivation to study other sciences in school, (3) encouraging students to be critical, creative and innovative, and (4) the basis of behavior in everyday life. out-put learning program of religious education is the formation of students who have noble attitude. religious education as the basis for the formation of students is basically a form of internalization of the value of faith and devotion (imtaq) through the vehicle of school education. the importance of imtaq coaching, because education provides proportional attention to all aspects of student potential (supriyadi, 2004: 123), which includes manners (inner strength, character), mind (intellect), and body (dewantara, 1977); cognitive, affective, and psychomotoric (blomm et al., 1976); thinking, acting, and feeling (gable, 1986); smart and good (lickona, 1992); intelligence quotiont, emotional quotion, and spiritual quotiont (agustian, 2001), to be a faithful and devout human being to god almighty, to be noble, healthy, knowledgeable, capable, creative, independent and to be a democratic and responsible citizen (uuspn number 20 year 2003, article 3). seeing the importance of religious education in schools as in the above law, and the expectations of many parties on the existence of religious education, the educational arrangement is a shared responsibility. daradjat (2006: 172) states that religious education in schools means a conscious effort by teachers to influence students in the formation of religious people. daradjat added that religious education in schools has dual meaning, namely: (1) as one of the means of religion (islamic preaching) required for the development of religious life, and (2) as one of the means of national education especially in enhancing faith, piety, noble character. discussion religious dimension religion is not a concept that refers to a single life phenomenon, but to the phenomenon of plural life. religious activity occurs from a variety of sides or dimensions that are driven by supernatural powers. this can be seen in different dimensions of religious life that one believes, namely the existence of religious consiousness and religious experiences. batson and ventis (1982: 53) state that one's religious dimension is independent of each other, although it is interconnected. religious is a multidimensional construct, experts differ on the number of people's religious dimensions. according to glock & stark (1968: 14-16), one's diversity can be seen in five dimensions: (1) the belief dimension, (2) religious practice, (3) the experience dimension, (4) the knowledge dimension, and (5) the consequences dimension. the religious belief is the degree to which a person accepts dogmatic things in his religion. the practical dimension (religious practice) is the degree to which a person performs ritual obligations in his religion. the dimension of experience (religious feeling) is an aspect of religious experience and appreciation, ie feelings or religious experiences experienced and felt. the dimension of knowledge (religious knowledge) is the degree to which a person knows about his religious karnadi hasan / international journal of active learning 2 (2) (2017) 61 teachings, especially those in the bible as well as others. the consequential dimension (religious effect) is an aspect that measures the extent to which a person's behavior is motivated by his religious teachings in social life. in contrast to the religious concept of glock & stark (1968), hidayat (2012: 275) states that there are some elements of the most fundamental religion, namely belief in the existence of god, his messenger, scripture, religious ritual, the immortality of the soul and the goodbad reply in the hereafter. it starts from belief in god the creator of the universe and culminates in the belief in the immortality of the soul after death. when examined more deeply, almost all religions have two aspects of the same belief, namely: (1) the belief in god the creator and owner of the universe, embodied in the ritual doctrine of how the worship of god; and (2) the belief in the immortality of the soul after death, is contained in the doctrine of the charity of salih (hidayat, 2012: 6). thus the religious dimension can be measured by seeing the belief in the existence of supernatural powers, the worship associated with the essence believed to be the consequence of belief, and the deed of dealing with the execution of human relations with fellow beings. the religious dimensions according to anthropologists (koentjaraningrat, 2000: 80, bustanuddin, 2006: 60) include: (1) religious emotions, (2) belief systems, (3) ritual and ceremonial systems; (4) ritual and ceremonial equipment; ) religious people. religious emotion is a spiritual expression (mysticism) that exists within the human heart, which makes a person religious to be religious or not religious. the belief system is an ordinance of belief in the nature and nature of god, of the supernatural nature, of the spirit, and of the eternal life after death. the system of religious ceremonies, conducted by believers, aims to find a good relationship between man and god. religion is to have a life view and a principle of life based on the belief in the existence of supernatural forces that affect human life. religious expressions have existed since a person believes in truth to the unseen, sacred, or performs religious rituals that then color and shape behavior. according to ancok (2008: 76), the concept of religious formulation glock & stark (1968) sees a person's religiousness not only from the dimensions of the ritual but also on other dimensions that are driven by supernatural powers. religion in the sense of glock & stark is a system of symbols, systems of beliefs, value systems, and institutionalized system of behavior, all of which center on the ultimate meaning of matters. according to ludjito (1995: 3), that the point of departure of a person is to believe and fully trust the truth of the religion he believes in, and divinity as the essence. expressions of beliefs and feelings of religious people are then manifested in the form of religious behavior, some of which emphasize the appreciation (mystic), there is emphasis on reasoning (logic), there is emphasis on the aspect of ritual worship (ritual), and there is emphasis on service (charity salih), even some others who practice religious doctrine in a syncretic way. in islam the religious expression is known as the taxonomy of faith, islam, science, charity, ihsan, and ihlas (ludjito, 1995: 7). faith is the dimension of belief, it is more esoteric expression as it is contained in arkan al-iman as the elaboration of human function as servant of allah ('abdullah), because it is more individual. islam is a dimension of obedience, hence more exoteric expression as mentioned in arkan al-islam as the translation of khalifatullah function (the holder of god's trust in the world), therefore individual but social. science is a rational dimension, the obligation of every muslim to know the teachings of his religion, in order to worship properly, at least about the pillars of faith and pillars of islam. charity is the actual dimension, as a consequence of faith and islam, in everyday life. the person who does the deed is called 'amil, which also has a special meaning, as the implementer of the collector and the dividing of zakat / shadaqah. ihsan is an aesthetic dimension, a refinement of charity karnadi hasan / international journal of active learning 2 (2) (2017) 62 with the attitude of seeing god before him. the doer is called muhsin plural muhsinun. sincerity: the dimension of the quality of the motivation of charity, unconditionally except to expect the pleasure of allah (lillahi ta'ala), and the culprit is called mukhlis. the concept of the religious dimension of glock & stark (1968) at a certain level has the conformity of the basic concepts of islamic teachings (ancok (2008: 80) the ideological dimensions in islam are the creeds, while the ritual dimensions (religious practice) can be aligned with the shari'ah, according to anshari (2004: 44), basically the teachings of islam include faith, shari'ah and morality. syaltut (1966) states that islam is essentially aqidah, syariah and akhlaq. natsir (1968) also states that islam consists of akidah, shari'a, and nidzam al-mujtama '. while ash-shiddieqi (1964) states that islam includes i'tiqad (belief), akhlak (moral character) (charitable deeds) in more detail the discussion of the islamic faith is generally found in arkan al-iman (rukun iman), the discussion of the shari'a is found in arkan al-islam (rukun islam) and muamalah, while the discussion of noble character includes good relationship with allah swt. and good relationship with fellow beings. the substantial religious dimensions as above, in the perspective of islamic teachings can be grouped include: (1) belief dimension, (2) dimension of worship, and (3) dimension of practice. first, the dimension of belief (ideological dimension) is the aspect of belief related to a set of doctrines and religious teachings. this dimension contains the expectation that religious people hold fast to certain theological views and acknowledge the truth of these doctrines (ancok (2008: 77) .in islam, this dimension is also called 'aqidah.' objects of aqidah include beliefs about god, angels, apostles, books of god, heaven and hell and qadha and qadar. the essence of islamic teachings is monotheism, namely the affirmation that allah swt. as an absolute and transcendent creator. fazlur rahman (1982: 151) states that the essence of islamic teachings is moral (the elan vital of the qur'an is moral). tawhid is a moral form to god. if a person does not bertauhid means immoral to god. an act can not be called moral value if it is not based on the belief in allah (aqidah). glock & stark (1968: 16) says, 'for all religions it can be said that theology, or religious belief, is at the heart of faith. it holds the belief that theology is the center of religious belief. theology lies in a set of beliefs about the last day, about nature and the supernatural will, so that other aspects of religion become coherent. the concept of theology (religious belief) glock & stark (1968) seeks to see the person's religiousness as incomprehensible unless religious activity is within a framework containing the proposition that there is a great power to be worshiped. religious in islam is not only manifested in the form of ritual worship, but also other activities as a whole. secondly, the dimension of worship (ritualistic dimension) is the religious dimension associated with how the level of compliance of a muslim fulfills the command and avoids his religious prohibition. this aspect of worship has two forms: (1) special worship (mahdlah, ritual), and (2) worship in the general sense (ghairu mahdlah, muamalah) or related to social service. according to hidayat (2012: 28), that one of the characteristics in the concept of islamic engagement is a very humanistic praxis orientation. the series of religious orders are sacred curricula deliberately designed by god the most merciful. if responded with a wise and precise understanding in the end back to the man who run it who will be lucky. for example, the commandments of prayer, fasting, zakat, avoiding immorality, not corruption, bribery, etc., if labeled religious teachings, all reflect the values of humanity that is very noble and universal. thirdly, the dimension of practice (the consequential aspect) shows how many levels of muslims behave, are related to others and are socially motivated by their religious teachings (ancok, 2008: 80). this is the effect of religious teachings on personal behavior personally and socially in everyday life (rahmat, 2003: 47). in general this dimension can be called karnadi hasan / international journal of active learning 2 (2) (2017) 63 noble character or ihsan as the core of islamic teachings (nata, 2011: 152). in islam this dimension includes the behavior of helping, cooperating, giving charity, upholding justice and truth, strengthening relationships, respecting the elder, forgiving, preserving the environment, maintaining the mandate, discipline, courteousness, honesty, responsibility, dressing according to shari'ah, not stealing, not cheating, not gambling, not consuming intoxicating drinks, obeying the norms of islam in behaving is a form of religious practice. religious behavior one's religious behavior is determined by the education, experience, and exercises it undergoes as a child (daradjat: 2006, 35). religion is felt to be present in one's life because he has ever received religious education, his parents are religious, his social environment and his friends also practice religion, and are deliberately created in the family, school, and society. according to clark (1969), that the development of religion in a person, occurs through the experience of his life since childhood, in the family, in school, and in the community. the more religious experiences, the attitudes, actions, and ways of dealing with life will be in accordance with the teachings of religion. subjects in the discussion of this article are students in high school. according to the developmental psychology of their age including the category of adolescents. adolescence is a period of transition, which is taken by someone from childhood to adulthood (daradjat, 2006: 69). periodization of this age occurs between 13 21 years, characterized by rapid physical changes, the development of organic functions and psychic functions to maturity. rapid psychic and psychic changes cause instability of feelings and emotions in adolescents, making them susceptible to anxiety and anxiety (jalaluddin, 2012: 74; daradjat, 2006: 72; joseph, 2011: 204). unstable, sometimes even hesitant and volatile state of the soul, according to the emotional changes it undergoes, the moral formation through experience and practice through religious activity has an important role, since religiously determined moral values are fixed, unchanged-changed by time and place (daradjat, 2006: 83). religious-based truth values in adolescent life can be a life view or guide that influences their attitudes. thun's research (wulff, 1991, 2016: 47) found that the characteristics of religious life in childhood that are still brought to adolescence, ie ritualistic patterns of religious behavior and egocentric nature. this ritualistic behavior is demonstrated by a more intensive and intensive experience of religious life on some research subjects, but most of them are in conflict and religious doubt, even many who are unconcerned about religion. in some instances, the intensity of their emotions has too much proportion to the cause (santrock, 2007: 18). the results of al-malighy's (1963) study stated that before the age of 17 years, religious doubts did not occur. the peak of religious discouragement occurs between the ages of 17 and 20 years. at this stage according to piaget (santrock, 2007: 118), moral development in adolescents has reached the level of autonomous morality. they are aware that rules and laws are made by men, and when judging an action, they consider its intentions and consequences as well. in the theory of cognitive development, adolescents have also reached the formal stage of operational allowing them to think abstractly, theoretically and critically. they no longer take for granted the teachings of religion given by parents and religious teachers, so it is not uncommon to raise religious doubts. the psychological condition of adolescents has a significant influence on their religious life. religion through texts of teachings and the role of adherents have a link with the social life of adolescents. when religion united with the life of its adherents requires the existence of internalization, namely the appreciation and embodiment of the unity of the teachings in the life of its adherents (nashir, 2013: 21). the integration of the values of religious teachings karnadi hasan / international journal of active learning 2 (2) (2017) 64 with their adherents through internalization always has a dynamic between immanent and transcendent matters, thus giving rise to diverse religious styles. in the perspective of psychology, the religiousness of adolescence is determined by many factors. there are four factors that influence adolescent religiousness, namely: (1) believe in follow-up, (2) believe in consciousness, (3) believe but hesitate, and (4) do not believe at all (daradjat, 2006: 91). the drive to practice religion in adolescence occurs because the parents are religious. after that it usually develops to a more critical and more conscious way. the emergence of doubt on religious teachings that have never received without criticism, closely related to the development of intelligence experienced by adolescents. the adolescent religious behavior as described above, according to daradjat (2006: 100; subandi: 2016: 48-53) depends on two factors: (1) the state of the person's soul, and (2) the socio-cultural environment. the development of religion that occurs in adolescence is a continuous process for life, hence religious doubts and conflicts that occur in adolescence is an important factor in the growth of religious life in a mature. on the other hand, sociocultural environment factors, such as the influence of family, school, and peers also affect the behavior of adolescent religious. in childhood, the factors that greatly influenced the development of religiosity were family and school (spilka et al., 1985: 77-84), although in peer development also had a profound effect on adolescent religious development. first, family influence. the family is the first madrasah to care for nurturing and educating children. moral development in adolescence can not be separated from the moral development done by his parents since childhood through habits, education and experience. according to zuchdi (2011: 135), the atmosphere of life in a family environment based on communication between family members openly, genuine love affirms, is the basis of value proposition for the formation of child behavior. nata (2011: 475) adds that a life based on a calm atmosphere (sakinah), love each other sincerely (mawaddah), loving each other (rahmah), admiring each other (mahabbah), protecting and helping each other (ta'awun) giving gentleness (ta'athuf) to the place where noble behavior is growing. adolescents educated in a family of religiously devout families, enabling religious behavior and how to deal with the dynamics of their lives will be in accordance with religious teachings. second, the influence of school. school is a formal educational institution that has a very big chance in relation to child's religious development (hawi, 2014: 118). according to nata (2014: 303), the school environment is planned, designed, and shaped according to the formal rules in force, in the form of rules, codes of ethics or other rules. in school there is interaction between various elements such as teachers, technicians, laboratory, administration, students, parents, students and others perform various activities in accordance with applicable regulations. school as a system of student behavior formation has three aspects, namely learning process, leadership and management, and school culture (siswanto, 2013). aspects of school culture have a major effect on students' learning behavior in schools. stolp's research (1995) states, that school culture correlates with increased motivation and learning achievement and job satisfaction and produtivitas teachers. school culture will explain how schools function and internal mechanisms that occur in an effort to build student's religious behavior. third, peer influence. teenagers are generally tied to peer groups. there are two processes that form the basis of adolescent religiousness and its involvement with peers, namely (1) association of adolescents with peers based on similarities in behavior, physical, and behavioral traits, and (2) friends are also considered as influences in terms that can lead to similarities. this synergy process that explains why peers can influence the development of both prosocial and antisocial behavior (smith & denton, 2005). the proof of that statement is karnadi hasan / international journal of active learning 2 (2) (2017) 65 a longitudinal study conducted by french, purwono and triwahyuni (2011) that investigates the relationship of friendship and religiousness of indonesian muslim teenagers concluding that the change of religious adolescence from the first year to the second year is associated with the religiosity of friends. teenagers who are friends with other teenagers who religiously established in the second year of adolescents is better religious than teenagers who are friends with other teenagers are weakly religious. religious degradation is also associated with the existence of problematic behavior. peer groups are a source of affection, sympathy, understanding and moral guidance, place of experimentation, and setting to gain autonomy and independence from their parents (papalia, 2008: 617). teenagers strive to join their group, and strive to establish their position there, and adopt the values of behavior held by the group with all their soul, feelings and loyalty (az-za'balawi, 2007: 172). the function of friends is very important, because it will affect the personality, behavior and attitude of a person (abdusshamad, 2007: 19). fourth, the influence of society and mass media. according to hawi (2014: 120), society is a collection of individuals and groups followed by state unity, culture and religion. society as an entity within which there are laws of society, in the form of obedience to the leadership, have noble character, maintain common welfare, maintain tolerance, be democratic, be fair, and be sympathetic and empathetic (nata, 2014: 327). various forms of moral behavior in a society influence on adolescent self-life due to the effectiveness of public influence on individuals. on the other hand, the role of mass media, also has a great impact on the behavior of adolescents in particular, and throughout society in general. the mass media with their means and infrastructure makes it possible to disseminate moral messages and various forms of noble social behavior, but may otherwise contain public lies, apostasy, and other forms of destructive destructive business. based on the description of the adolescent religious behavior above, that adolescence known as 'adolescence' is a period of age development characterized by the development of organic functions and psychic functions to maturity. the high curiosity of religious teachings often leads to inner conflicts, when they do not get a serious response, and may lead adolescents to apathy and indecisiveness to their religious institutions, and may lead to religious conversion. religious religion is essentially the acceptance of values and even institutions that are believed to be absolute truths. therefore, the religiosity of most religious followers does not begin with free choice, but it is born from the process of inheritance of ultimate value (djohan effendi in smith, 2008: xii) from generation to generation. religious is a sensitive issue. it deals with beliefs (systems of beliefs) and religious practices. the noble values of religion can be manifested in all aspects of adolescent life influenced by family and school (spilka et.al., 1985), even peer influence (french, purwono & triwahyuni, 2011), society, and mass media (nata, 2014: 327; hawi, 2014: 120). efforts to establish moral behavior, noble character or noble character can only be achieved through integrated efforts by family, school, community, peers, and mass media through various processes of individualization, socialization, enculturation, motivation of religious values, exemplary and religious atmosphere creation. strengthening religious values. the implementation of religious education in schools as an effort to develop the values and attitudes of religious students, will be effective when using an integrative approach. such approaches include: (1) imtaq material integration into other non-pai subjects, (2) creation of a school climate conducive to the growth of imtaq, (3) extra-kurukuler activities that breathe imtaq, and (4) school cooperation with parents and community in the development of imtaq karnadi hasan / international journal of active learning 2 (2) (2017) 66 students (supriyadi, 2004: 124). the success of religious education in schools depends on the role and function of the following components: (1) students, (2) teachers, (3) curriculum, (4) learning methods / strategies, (5) infrastructure, and (6) school climate (dg bagais (2005: 19) many people pay great attention to and expectation of the existence of religious education in schools, not just teaching the knowledge of religious teachings, but rather directing students to become truly powerful human qualities. karnadi (2012) study on the evaluation of pai learning programs in schools shows that the strengthening of religious values of students in schools can be seen from: (1) school culture. this can be conducive if it is supported by school rules, spiritual activities, social relationships, learning tools, and teacher competence as professional educators with the main task of educating, teaching, guiding, directing, training, modeling, (2) learning process of religious education. the learning process is done through intrakurikuler activities, the integration of religious materials with other subjects, and extracurricular activities contribute to strengthening students' religious values. (3) assessment of competency of learning result. assessment of students' religious learning outcomes related to religious attitudes through peer assessment provides positive information to see discipline, politeness, honesty, and responsibility. (4) the religiosity of students in community-related persuasion leads to belief, religious practices, and religious behavior (the consequences). in this aspect, the role and support of schools, parents, and communities contributes positively to strengthening students' religious values. the manifestation of support is to build a synergistic relationship with the parent / guardian through the sunday morning study program meeting. for the purposes of this program, the school conducts regular review of noble moral values, every tuesday, wednesday and thursday after the lesson, which begins with dhuhur prayers for muslim students. conclusion based on the theoretical study and the results of the above research, the following concludes a number of conclusions, that the strengthening of religious values of students in schools can be done through: (1) school culture. schools that have both academic and nonacademic cultures will contribute to the growth of students' religious attitudes. this occurs when supported by school discipline, learning facilities, and teacher competence as professional educators with the main task of educating, teaching, guiding, directing, training, modeling, evaluating and evaluating learners; (2) learning process. strengthening students' religious values in the learning process is done through intrakurikuler activities (learning activities conducted through face-to-face in the classroom and independent activities outside the classroom in accordance with content standards) and extracurricular (efforts to consolidate and enrich the values and norms and the development of personality , talents and interests of religious education participants conducted outside the intracurricular hours in the form of face-to-face or non-face-to-face); (3) assessment of student learning outcomes. students 'learning outcomes include students' knowledge and attitudes, personality, and skills in practicing their religious teachings; and (4) the religiosity of students in the community related to the belief, the practice, and the consequences. the reinforcement of students' religious values means how the 'religious' values that the student believes and posses have a positive impact on other behaviors in his life. the strengthening of students' values in schools is not aimed at producing students with religious knowledge, but students who are religious. the formation of this religious attitude is shown by the personality of the students who have discipline, politeness, honesty, and responsibility karnadi hasan / international journal of active learning 2 (2) (2017) 67 with their perseverance in maintaining religious belief, obedience to worship, and religious behavior. the strengthening of these religious values can not be realized without the support of school culture, school rules, learning tools, and teacher competence. 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(2011). strategi dan model implementasi pendidikan karakter di sekolah. dalam darmiyati zuchdi (ed.), pendidikan karakter dalam perspektif teori dan praktik. yogyakarta: uny press. zuchdi, d., dkk. (2011). pendidikan karakter dalam perspektif teori dan praktik. yogyakarta: uny press. zuchdi, d., prasetya, z. k., & masruri, m. s. (2012). model pendidikan karakter terintegrasi dalam pembelajaran dan pengembangan kultur sekolah. yogyakarta: uny press. 82 ijal 2 (2) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal implementation of reading guide strategy in global climate change material for enhancement of student learning outcome miftahul arozaq1  aman 1, m. amin sunarhadi2 1department of social science education, postgraduate program, universitas negeri yogyakarta, indonesia 2department of geography education, faculty of teacher and educational study, universitas muhammadiyah surakarta, indonesia info articles ___________________ history articles: received 23 february 2017 approved 11 march 2017 published 1 april 2017 ___________________ keywords: strategy; reading guide; climate change _______________________ abstract ____________________________________________________________ the hierarchy of climate change learning concepts needs to be studied in schools. in the last four to five years, the issue of climate change has gained wider attention in the development of long-term government policy and programming so that it is necessary to integrate programs and action into learning materials in schools to mitigate the impact global climate change. one of the learning strategies for integrating climate change into school materials through a reading guide. reading guide is part of the application of active learning approach emphasizes the participation of higher learners so as to create a conducive learning atmosphere. reading guide aims to help students be more focused and easy to understand lessons delivered by teachers. the research objectives are; 1). how to study climate change material before using learning guide reading 2). what is the result of studying climate change materials after using learning guide reading. the research method is done by comparing the learning result of the students before and after using the learning of reading guide. as a testing group are students of class x ips 2 in sma al-islam 1 surakarta a number of 36 students. the instrument used is a test, used to determine the effectiveness of learning reading guide consisting of 25 items. the result of this research is the result of study of climate change material before using the average reading guide learning is 41,22. after studying climate change materials using learning guide guidance, there is an increase of learning result to an average of 53.11. the conclusions obtained from this study indicate that learning using the reading guide is affective how to cite ____________________________________________________________ arozaq, m., aman & sunarhadi, m a. (2016). implementation of reading guide strategy in global climate change material for enhancement of student learning outcome. international journal of active learning, 2(2). © 2017 universitas negeri semarang  address correspondence: jl colombo no.1, caturtunggal, depok, yogyakarta, 55281 e-mail: rozaqums@gmail.com p-issn 2528-505x miftahul arozaq et al. / international journal of active learning 2 (2) (2017) 83 introduction humans seek to develop her skills and spatial intelligence in the community, nation and state, one of them by studying geography. geography learning seeks to realize learning about humans and their relation to nature / ecosystem. education on geography is applied by providing students with understanding of physical and human studies in spatial contexts. geography advantages as learning about the room is to combine the ecosystem and human relationships as a resident on the earth's surface. learning geography provides an explanation of how the natural environment subsystem organized at the surface of the earth, and how humans spread across the earth's surface in relation to the natural phenomena and with other human beings. encouragement learning achievement geography optimum been included in the curriculum with the approach scientifik, application of the approach contained in the national curriculum which seeks to apply some of the concepts of learning innovative and based spatial intelligence in understanding the phenomena of nature and the human face of the earth so manifest human resources quality and competitiveness the good one. the application of curriculum to the learning of geography demands changes in learning in the school, the national curriculum provides an active, creative and independent learning space and process. teaching materials play an important role in the learning process in applying the national curriculum permendikbud no. 65 of 2013 on the standard of the process of giving the learning picture must be interactive and are self-reliant. interactive learning can also use teaching materials based on technological developments and independence that provide opportunities for students to learn independently where places with various learning sources according to a growing curriculum. a very important study in the study of geography in the 21st century is the study of global climate change, global climate change has become unbalanced human relations with the environment, causing a variety of potential natural disasters occur diverse, as contained in the mukodimah framework of action risk reduction becana sendai 2015 -2020, states that climate change is one of the disaster risk drivers. therefore, in the context of understanding disaster risk due to climate change, it is necessary knowledge and practice to adapt to the changes that occur including designing geographic learning materials related to human relations with the atmosphere and its impact on human life in the applicable curriculum. climate change impacts that occur in indonesia by 80% are hydrometerological (flood, drought, tornado, landslide and forest fires) due to climate change. data bnpb (national disaster management agency) noted since 1815-2014 there are many victims of disaster, data recorded in graph 1 graph of disaster victims and disaster types, this data provides an analysis of community knowledge on disaster preparedness and very low disaster mitigation measures. graph 1. data on disaster and victim dissemination distribution by disaster attack type 1815-2014 (source: dibi.bnpb, 2014) miftahul arozaq et al. / international journal of active learning 2 (2) (2017) 84 some research studies on global warming provide an important study of how climate change learning needs to be emphasized. a number of scientific studies show that indonesia's condition will experience a gradual rise in temperature, a study conducted by boer and faqih in fabby tumiwa (2010) estimates the temperature rise of 0.2 c to 0.3 c per decade. the national climate change council (dnpi) has conducted a study of indonesia ghgs abatement cost cure to identify various opportunities and mitigation action options to reduce indonesia's ghgs. hierarchy the concept of climate change learning needs to be studied in school. in the last four to five years, the issue of climate change has gained wider attention in the formulation of long-term government policy and development programs. it is necessary to integrate programs and actions into school learning materials to be able to pressured global climate change impact. the development of the existing global climate change learning materials was developed by royal geographical society and royal meteorological society, uk, this material was developed from climate4classroom (c4c). there are two parts of c4c teaching materials in indonesia. first, online material, compiled by the british council, and two institutions in the uk and accessible at http://www.climate4classrooms.org/ or http://www.climate4classrooms.org.id/. second, drawn up by the british council with trainers and kindergarten teachers up to secondary schools under the auspices of the ministry of national education. observation results at one high school (sma) al islam 1 surakarta, based on interviews with high school geography teacher al islam 1 method of learning used in understanding new climate change materials lectures, questions and answers, presentations and methods that are still conventional. learning is a process trip that is controlled by the teacher to make the student in a learning situation so as to acquire and process his knowledge, skills, and attitudes. reading guide is one of the strategies that takes students to follow the guidelines prepared by the teacher with the content of the material that has been determined and consider the allocation of time. in the reading guide, the teacher asks questions relating to the learning materials so that students can read and follow according to the guidelines the teacher compiled. reading guide learning is part of the application of active learning approach emphasizes the participation of higher learners so as to create a conducive learning atmosphere. reading guide aims to help students be more focused and easy to understand lessons delivered by teachers. one of the internal factors that influence learning outcomes is how the students' attention level in learning. the reading guide serves to focus students' attention so as to concentrate fully and easily understand the lessons conveyed by the teacher. the concentration in question is to focus attention on the learning situation designed duru so that all the mental resources to learn. this is the real learning. reading guide can improve the concentration so that the more effective the learning to achieve the increasing learning result. based on the background of the problem obtained the identification of the problem as follows; 1. what is the result of studying climate change materials before using learning guide reading? 2. what is the result of studying climate change materials after using learning guide reading? methods the study was conducted by comparing the learning outcomes of students before and after using learning guide reading. as a testing group are students of class x ips 2 in sma al-islam 1 surakarta a number of 36 students. the instrument used is a test, used to determine the effectiveness of learning reading guide consisting of 25 items. the test is used to determine the learning outcomes collected through pretest and posttest. the difficulty level of the test instrument used to accommodate problems with the category easy, medium, or difficult. the learning process is supported by a learning guide (reading guide) which consists of text, images, and diagrams. guidance is prepared by considering the interaction of students with the material as well as experience and knowledge coming from the environment. miftahul arozaq et al. / international journal of active learning 2 (2) (2017) 85 results and discussion the results show that the average learning outcome of climate change learning materials before using reading guide is between 24 to 60 with a data range of 36. the average value is 41.22 where the middle number is 44. the results of each student are presented in table 1. table 1. student learning outcomes of climate change materials before reading guide learning student score student score 1. 36.00 19. 24.00 2. 24.00 20. 28.00 3. 48.00 21. 52.00 4. 40.00 22. 48.00 5. 32.00 23. 44.00 6. 28.00 24. 60.00 7. 52.00 25. 56.00 8. 32.00 26. 48.00 9. 44.00 27. 60.00 10. 52.00 28. 56.00 11. 48.00 29. 44.00 12. 28.00 30. 36.00 13. 40.00 31. 48.00 14. 32.00 32. 44.00 15. 40.00 33. 48.00 16. 44.00 34. 40.00 17. 24.00 35. 44.00 18. 28.00 36. 32.00 source: primary after learning by using reading guide got the value of student learning outcomes with learning outcomes between 28 to 76 with a range of data 48. average post-test value is 53.11 where the middle number is 52. the learning outcome of each student who became participants of this climate change learning material, after following the learning guide reading, presented as in table 2. table 2. student learning outcomes of climate change materials before reading guide learning student score student score 1. 52.00 19. 56.00 2. 52.00 20. 72.00 3. 60.00 21. 44.00 4. 48.00 22. 32.00 5. 28.00 23. 60.00 6. 48.00 24. 40.00 7. 64.00 25. 52.00 8. 60.00 26. 64.00 9. 60.00 27. 48.00 10. 60.00 28. 56.00 11. 48.00 29. 60.00 12. 44.00 30. 68.00 13. 56.00 31. 44.00 miftahul arozaq et al. / international journal of active learning 2 (2) (2017) 86 14. 44.00 32. 44.00 15. 48.00 33. 60.00 16. 68.00 34. 76.00 17. 64.00 35. 44.00 18. 36.00 36. 52.00 sourcer: primary the test prepared for the students' learning outcomes consists of 25 questions with varying difficulty levels, easy, medium, and difficult. the diverse level of questions used in this test is classified as table 3. table 3. classification of difficulty level of the problem the number of students correctly answer category 0 – 30% hard 3170% medium 70 – 90% easy of the 25 problems that exist, there are three problems (12%) are categorized easy, that is the number 1, 5, and 19. while the problem is categorized difficulties there are 16 problems (64%). the problem in question is number 2, 3, 4, 6, 7, 8, 9, 12, 13, 14, 15, 16, 17, 20, and 22. the problem is diacritical there are seven problems (24%) , which is the number 10, 11, 18, 21, 23, 24, and 25. this indicates that the compiled test has accommodated the composition of the problem of varying degrees of difficulty and is dominated by problems categorized by medium difficulty levels. description of the diffusion of problem level is presented in table 4. the instruments used during the pre-test and posttest are the same. table 4. distribution of problems’ level of difficulties of climate change materials with reading guide learning problem’s number category problem’s number category 1. easy 14. medium 2. medium 15. medium 3. medium 16. medium 4. medium 17. medium 5. easy 18. hard 6. medium 19. easy 7. medium 20. medium 8. medium 21. medium 9. medium 22. medium 10. hard 23. hard 11. hard 24. hard 12. medium 25. hard 13. medium source: primary according to psychological understanding, learning is a process of change aitu behavior change as a result of interaction with the environment in fulfilling the needs of his life. these changes will be evident in all aspects of behavior (slameto, 1995: 2). according to tabrani rusyan, et al (1994: 8) states that: miftahul arozaq et al. / international journal of active learning 2 (2) (2017) 87 "learning is a process of behavior change expressed in the form of mastery, use, and assessment of or concerning attitudes and values, basic knowledge and skills found in various fields of study or more broadly in various aspects of organized life or experience". the learning of guidance reading shows that there is a change in the students' learning achievement. an increase in pre-test value from 41.22 to 53.11. the effectiveness of this strategy is also shown from the increase in the value of almost every individual student. 25 students from 36 students who attended the learning showed upgraded learning outcomes and 4 others had a fixed learning outcome, ie the pre-test and post-test values were the same. this indicates that there is a process in learning that is conducted using a reading guide on climate change materials. the process here in the sense of interaction between individuals with an attitude, values or habits, knowledge, and skills in relation to his world so that the individual is changed. changes in a good sense, namely in the form of mastery, use, or assessment of or about attitudes, values, habits, knowledge, or skills acquired which is the addition or improvement of a behavior. the mastery seems to be the lowest or the easiest change. the next level of change is usage. what has been mastered is in the form of addition and improvement for later use in the life of the individual. the use of these attitudes, values, knowledge, and skills is sometimes easy and self-perpetuating, but sometimes difficult and even unusable. the limits of learning according to some experts quoted by sri rumini, et al (2006: 59) are as follows: 1. morgan, in short, says that learning is any relatively settled change in behavior that occurs as a result of practice or experience. 2. moh. surya said that learning is a process of business conducted indvidu to obtain a whole new behavior change, as a result of individual experience itself in interaction with the environment 3. dimyati mahmud states that learning is a change of behavior, whether observed or not observed directly and occurs within a person because of experience. from the three opinions it can be concluded that learning is a process of effort by an individual to obtain a relatively settled behavior change, either observable or not directly observable that occurs as a result of exercise or experience in interaction with the environment. teaching materials used in this learning not only in the form of text but also accompanied by pictures and diagrams. this is to increase student interaction with the material expected to accumulate student experience and knowledge. one of the pictures presented as a guide in the reading guide is related to evidence of climate change in the world. the evidence of climate change is presented in a compelling picture that helps to facilitate student interaction with the experience and knowledge derived from the environment. the intended picture is as shown in figure 1. figure 1. example of reading guide learning in the form of picture miftahul arozaq et al. / international journal of active learning 2 (2) (2017) 88 increased learning outcomes due to the interaction of students with the material shows the learning process in climate change material is running as it should. this is in accordance with the identifiable learning characteristics of the learning boundaries as follows 1. in learning there are changes in behavior, both observable behavior and behavior that can not be observed directly. 2. in learning, behavioral changes include cognitive, affective, psychomotor and mixed behaviors. 3. in learning, change takes place through experience or practice. so behavioral changes that occur because of miracles, hypnosis, occult, growth, maturity, disease or physical damage, are not regarded as learning outcomes. 4. in learning, behavioral change becomes something relatively sedentary. when a person with learning becomes able to read, then the ability to read it will still be owned. 5. learning is a business process, which means learning takes place in the period long enough. behavioral learning results can sometimes be observed, but the learning process itself can not be observed directly. 6. learning occurs because there is interaction with the environment conclusions the conclusions obtained from this study indicate that learning using a reading guide is affective as the results of the following research. 1. the result of learning climate change material before using the average reading guide learning is 41,22. 2. after studying climate change materials using learning guide guidance, there is an increase of learning result to an average of 53.11. suggestions for educational practitioners are to be able to apply learning guide reading on the learning process in school. the next suggestion is for the next researchers to be able to study the possibility of learning using a reading guide combined with other strategies. references a. tabrani rusyan, drs., dkk. 1994, pendekatan dalam proses belajar mengajar, bandung : remaja rosdakarya. arsyad a.(2009). media pembelajaran. jakarta: pt raja grafindo persada bnpb.(2007). undang-undang ri nomor 24, tahun 2007, tentang penanggulangan bencana borg wr, gall md. (2003). educational research.u.s.a depdikanas.(2003). undang-udang ri nomor 20, tahun 2003, tentang sistem pendidikan nasional. depdiknas.(2013). peraturan menteri pendidikan dan kebudayaan ri nomor 65 tahun 2013, tentang standar proses pendidikan. hadjerrouit, s. (2010). developing web-based learning resources in school education: a user-centered approach. [versi elektronik]. interdisciplinary journal of e-learning and learning objects, 6, 115-135. horton, w. (2006). e-learning by design. san fransisco: pfeiffer. lissa (2009). analisis human development index indonesia (investasi pendidikan sebagai daya saing bangsa). diambil pada tanggal 29 agustus 2014, dari http://fe.um.ac.id/wp-content/uploads/2010/03/tulisan-bulisa.pdf muijs, d., & reynolds, d. (2005). effective teaching evidence and practice. (2nd ed.). london: sage publication. riyana, c. (2007). konsep dasar e-learning. dokumen presentasi pada perkuliahan e-learning di jurusan kurikulum dan teknologi pendidikan fakultas ilmu pendidikan universitas pendidikan indonesia, bandung. sadiman, a.s. (1986). media pendidikan: pengeratian, pengembangan, dan pemanfaatannya. jakarta: cv. rajawali slavin, e. r. (2006). educational psychology: theory and practice (8th ed.). london: pearson education. slameto. (2010). belajar dan faktor-faktor yang mempengaruhinya. jakarta: rineka cipta sri rumini, dkk. (1998). psikologi umum. yogyakarta: institut keguruan dan ilmu pendidikan. miftahul arozaq et al. / international journal of active learning 2 (2) (2017) 89 stockley, d. (2012). e-learning definition and explanation. [online]. tersedia:http://derekstockley.com.au/elearning-definition.html [diakses 29 agustus2014] sugiono. (2009). metode penelitian kuantitatif kualitatif dan r&d, alfabeta. bandung. sukarjo. (2005). evaluasi pembelajaran. diktat mata kuliah program studi teknologi pembelajaran. universitas negeri yogyakarta. tidak diterbitkan unesco, 2013. data indeks human development diambil pada tanggal 29 agustus 2014, dari http://data.un.org/documentdata.aspx?id=324 39 ijal 3 (1) (2018) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal students’ difficulties in mastering clauses sri haryanti, ana setyandari universitas widya dharma klaten, indonesia info articles ___________________ history articles: received 23 february 2018 approved 11 march 2018 published 1 april 2018 ___________________ keywords: clause, difficulty, master _______________________ abstract ____________________________________________________________ this study aims to know the students’ mastery on clauses of the fifth semester students of english education study program, teacher training and education faculty, widya dharma university of klaten in academic year 2016/2017 and the difficulties faced in comprehending clauses. the method of collecting data is the test. the method of analyzing data is statistics in the form of mean score. the results are the students’ mastery on clauses of the fifth semester students of english education study program, teacher training and education faculty, widya dharma university of klaten in academic year 2016/2017 is good; and the difficulties faced in comprehending clauses are identifying the functions of noun clause, determining the introductory conjunction, making adjective clause appropriately, selecting the appropriate verb, and determining the tense. how to cite ____________________________________________________________ haryanti, s & setyandari, a. (2018). students’ difficulties in mastering clauses. international journal of active learning, 3(1). © 2018 universitas negeri semarang  address correspondence: jalan ki hajar dewantara, klaten utara, karanganom, klaten utara, kabupaten klaten, jawa tengah 57400 e-mail: yanti.unwidha@yahoo.com p-issn 2528-505x sri haryanti & ana setyandari / international journal of active learning 3 (1) (2018) 40 introduction based on the writers’ experience, many students of english as a foreign language make sentences which are not structural and acceptable because they lack knowledge of structure. according to edge, if you grew up in english, you may never have studied the structure of the language. if you want to be an english language teacher, however you need to do so now (1998:32). it is in contrast with ma’s opinion that having linguistic competence in a language does not automatically make one a good teacher (2012:282). harmer states that the structure of a language is what happens to words when they become plural negative, or what word order is used when we make questions or join two clauses to make one sentence (2003:1). in this case the writers tend to observe clauses. students of english education study program, especially semester v get material on kinds of clauses. learning consists of two mutual activities that cannot be separated. the two activities are teaching and learning. the essence of learning according to constructivism is that the success of learning depends on self-effort. lecturer services are not neessarily meaningful, because the environment is just an opportunity. learning is not collecting facts, but forming meaning and impression, its construction is a continuous process. the learning process occurs when a person's scheme is in a state of feeling a gap (disequilibrium) that stimulates further thinking. teo et al state that the pedagogical theory of constructivism asserts that productive learning occurs when students create meaning on their own by connecting previous knowledge and experience with newly formed knowledge and experience (2016:20). therefore, it is necessary approach that gives stimulus to learning motivation. the approach is one aspect to achieve successful teaching and learning, in this case particularly in the lecture. every student basically has tremendous potential to be developed. therefore, a lecturer is expected to dig and develop the potential of each student. one way that can be taken is to manage the learning that can provide opportunities for students to engage and express all the potential they have. similarly, students should always try to master every material that is discussed in learning in various ways, techniques, and strategies. however, based on several years of teaching experience, especially in the material of kinds of clauses, writers know that most students are less successful to master the material. they master the material some time after the discussion of the material, in the midterm exam most of them also still can do the test items given. however, when the material is tested in the final term exam only a few can do. the clause is divided into two based on whether it can stand alone as a sentence, namely the main/independent clause and the subordinate/dependent clause. the independent clause can stand alone as a sentence, whereas the dependent clause cannot stand alone as a sentence because it must be attached to the independent clause. dependent clauses are divided into three types, namely adjective clauses, adverb clauses, and noun clauses. thus to make the correct english sentence, the student must master the clause. in studying the kinds of clauses, students often experience difficulties that ultimately result in unsatisfactory achievement. therefore, the writers want to know the mastery on clause of the fifth semester students of english education study program and try to help overcome the difficulties they face in mastering clauses, especially the dependent clauses by conducting a research in component structure. it may be done by giving some tests. salem states that classroom grammar tests and quizzes (henceforth ‘tests’) help consolidate recently presented structures, keep students attentive and aware of the language points covered, and provide evaluative information regarding learners’ progress in forming and using grammatical structures (2012:147). in this study writers have reasons for choosing the title mentioned above. the reasons can be described as follows: 1. as observers of the structure of the english language, writers argue that the structure of english is more complicated than the structure of the indonesian language. in english the verbs may change according to the time the activities are sri haryanti & ana setyandari / international journal of active learning 3 (1) (2018) 41 performed. to make a sentence in english sometimes two clauses are required, ie independent clause and dependent clause. 2. based on writers’ experience and observation, the students’ mastery on clause did not last long. it is stated by tomlinson and masuhara that of course, our predictions could be wrong and we would be delighted if systematic post-use evaluations of courses demonstated both their short-term and long-term effectiveness (2012:248). they tend not to use introductory conjunctions and verbs in combining dependent clauses into independent clauses in scientific papers. 3. by using the appropriate model of learning, approaches, methods, techniques, and strategies the students can master the clause material well and the mastery lasts for a relatively long time. based on the above condition, the writers formulate the problem as the following: 1. how is the mastery on clauses of the fifth semester students of english education study program, faculty of teacher training and education, university of widya dharma klaten in academic year 2016/2017? 2. what difficulties are faced by students in mastering clauses? the results of this study are expected to be useful as follows: 1. for observers in english structure who want to know more about the kinds of clauses in english. 2. for the readers in understanding the kinds of clauses in english, especially the dependent clauses. the dependent clauses always start with introductory conjunctions like: that, who, who, who, who, what, where, when, why, how. the predicate in the dependent clause must be complete either in active or passive form, for example: ... which he talks about; whereever it is placed, ...; etc. 3. for the world of education as a contribution to the enrichment of research results. 4. for students as motivation to study harder and more careful. this is supported by mercer who stated that a language learning mindset reflects the extent to which a person believes that language learning ability is dependent on some immutable, innate talent or is the result of controllable factors such as effort and conscious hard work (2012:22). clause is component of a (complex) sentence, with its own subject and predicate, especially one doing the work of a noun (hornby, 1987:152). clause is a full predication that contains a subject and a predicate with a finite verb (frank, 1972:222). clauses consist of two, independent and dependent. according to frank, the independent clause is a full predication that may stand alone as a sentence; the dependent clause has a special introductory word that makes the predication “depend” on an independent clause (1972:222). in complex sentences we can find main clauses and subordinate clauses. according to greenbaum and quirk, a complex sentence is like a simple sentence in that it consists of only one main clause, but unlike a simple sentence it has one or more subordinate clauses functioning as an element of the sentence (1990:203). subordinate clauses consist: adjective clause, adverb clause, and noun clause. 1. adjective clause adjective clause also called relative clause is one kind of complex sentences where the subordinate clause functions as adjective, a word which is used to modify a noun. adjective clause begins with relative pronouns like: who, whom whose, which, that. whom, which (object) and that (object) can be deleted, especially in restrictive clauses. sri haryanti & ana setyandari / international journal of active learning 3 (1) (2018) 42 the man (whom/that) you met yesterday ….  the man you met yesterday …. the novel (which/that) i bought last sunday ….  the novel i bought last sunday …. adjective clauses can also begin with where, when, why, after, or before but mind that adverb clauses and also noun clauses (especially with where, when or why) can also begin with those subordinate conjunction. i don’t know where she lives. (noun clause) i don’t know the house where she lives. (adjective clause) her grandmother lives where she lives. (adverb clause) do you know why she is absent? do you know the reason why she is absent? she became sick after she had long vacation. she became sick the day after she had long vacation. this is the year when she gets married. do you know when she gets married? there are two kinds of adjective clauses; each has a different way of writing (frank, 1972:281). they are: a. defining or restrictive relative clause  explaining a common noun b. non defining or non restrictive clause.  explaining a proper or specified noun. it should be written between two comas or dashes for it functions as appositives. the old man who lives next door is a good doctor. mr. probo, who lives next door, is a good doctor. the woman whose husband is a doctor is very pretty. mrs. anita, whose husband is a doctor, is very pretty. case of relative pronouns relative pronoun function examples who subject the man who is standing there is our new employer. i don’t know the man who is standing there. whom object the man whom you met yesterday is my father. do you know the man whom you met yesterday? whose possessive the man whose car is parked there is a doctor. the woman whose husband is a doctor is very beautiful. which non human being the wristwatch which we bought yesterday has stopped running. she has returned the dictionary which i lent her last monday. that  replacing who, whom and which in restrictive clauses only. relative pronoun can be omitted only in restrictive clauses relative pronouns patterning like some of which this pattern is used when the adjective clause modifies only a part or some part of the noun, e.g.: the new students were required to take a special orientation program. some of them came from other countries. sri haryanti & ana setyandari / international journal of active learning 3 (1) (2018) 43  the new students, some of whom came from other countries, were required to take a special orientation program.  the new students, some of them coming from other countries, were required to take a special orientation program. (absolute construction) the nightclub has put on many shows. the most spectacular of the show is the present one.  the nightclub has put on many shows, the most spectacular of which is the present one. they decided to see the movie at the bijou. the title of the movie intrigued them.  they decided to see the movie, the title of which (whose title) intrigued them. 2. adverb(ial) clause kinds of adverb clauses (frank, 1972:235) a. adverb clause of time  when, while, since, before, after, until, as soon as, as long as, by the time, now that, once i can see you when i finish my work. she was reading a book while the dinner was cooking. i haven’t seen him since he returned to the country. the will leave before you get there. abridgment: (frank, 1972:239) when/while young, i looked at things differently. when a boy, i looked at things differently. she always sings when doing her work. experience, when dearly bought, is seldom thrown away. b. adverb clause of place  where/wherever adverbial clauses of place are introduced mainly by where or wherever. where is specific and wherever nonspecific. the clause may indicate position or direction (greenbaum and quirk, 1990:315). we live where the road crosses river. wherever possible, the illustrations are taken from literature. c. adverb clause of cause  because, since, as, now that, whereas (legal), inasmuch as (formal), as long as, on account of the fact that, owing to the fact that, in view of the fact that, because of the fact that, due to the fact that: he could not come because/since/as he was ill. now that he has passed his examination, he can get his degree. whereas they disobeyed the law, they will be punished. inasmuch as no one was hurt, because of his negligence, the judge gave him a light sentence. on account of the fact that the country was at war, all the young men were drafted. abridgement: it is an unpardonable insult, since intentional. d. adverb clause of condition  if, unless, on condition that, provided that, providing that, in the event that, in case that, whether … or not. if i have much time, i shall go to your house. we won’t have the party, unless the leader of the team comes. we will have the picnic provided that it doesn’t rain. in the event that it rains, the picnic will be postponed. abridgement: were i in your position, i would take advantage of that offer. had i known you were coming, i would have met you at the station. please come early if possible. this appliance will not work unless properly attached. sri haryanti & ana setyandari / international journal of active learning 3 (1) (2018) 44 3. noun clause before knowing what noun clauses are, we should know the meaning of each word which constitutes the term. traditionally noun is defined as a word which refers to a noun or thing but structurally noun is a class of word which functions/fills the slot of subject (s), object of verbs (ov), object of prepositions (op), subjective complement (sc) and appositive (app.). meanwhile, clause is a construction of words which forms predication (subject-predicate construction). noun clauses can be defined as nouns in the form of clauses or clauses which function as s, ov, op, sc or app. e.g. i don’t know it. (pronoun) (what is it?) i don’t know her house. (noun phrase) i don’t know where she lives. (noun clause how to differentiate it from adjective clause and adverb clause to differentiate noun clauses from other clauses (adjective clauses and adverb clauses) is quite easy. we just know the function of the clause. if the clause is used as s, ov,op, sc or app., it is a noun clause but if the function of the clause is as a modifier of the noun, the clause is an adjective clause and if the function is as a modifier of a verb or a sentence, the clause is an adverb clause. the easiest way to differentiate them is: replace the clause by the word ‘it’. .if so, the clause is a noun clause. if not, translate the clause into indonesian. if the translation uses the word ‘yang’, it is an adjective clause if not, the clause must be an adverb clause how to make noun clauses noun clauses can be made from all types of sentences. they are: a. statement or affirmative sentences. (positive or negative) b. questions or interrogative sentences consisting : yes/no questions wh-word questions. c. command/request or imperative sentences (the common mistake is that the sentences are added by exclamation mark (!). d. exclamation or exclamatory sentences. what a beautiful girl you are! (or are you? which is correct?) making noun clauses from statements to make a noun clause from an affirmative sentence is done by adding ‘that’ in the beginning of the clause. e.g. he is very handsome. it is well-known to us.  that he is very handsome is well-known to us. (s) making noun clauses from yes/no questions noun clauses can be made from yes-no question by adding the conjunction ‘whether’ (or not). the word ‘if’ is also used informally. e.g. he asked me, “is your father at home?”  he asked me whether my father was at home (or not) (he asked me if my father was at home. making noun clauses from wh-word questions noun clauses can be made from wh-word questions by inverting the auxiliaries with the subjects. mind that noun clauses are not questions so the order of the auxiliaries and subject is just the same as that of affirmative sentences. e.g. the man says, “where is she?’  the man says where she is. sri haryanti & ana setyandari / international journal of active learning 3 (1) (2018) 45  the man said where she was.  do you know where she is? making noun clauses from requests noun clauses which are formed from request or command have the pattern: s + verbs of urgency + that + s + inf. without to the verbs of urgency are: advise, beg, command, demand, desire, insist, propose, recommend, request, require, suggest, urge. e.g. the teacher commanded him, “be on time”.  the teacher commanded him to be on time. (not a noun clause)  the teacher commanded that he be on time. (the teacher commanded that he should be on time)  the teacher urged that he not be late (the teacher urged that he should not be late) adjective such as advisable, desirable, essential, good, better, best imperative, important, necessary, urgent, vital can also be followed by a noun clause which has the same patterns as that of verbs of urgency. e.g. it is important that he bring a dictionary. it is important that he should bring a dictionary. noun clauses after “wish” (subjunctive) noun clause can also become an object of the verb “wish”. this pattern is usually called subjunctive. there are two kinds of subjunctive they are present subjunctive and past subjunctive. a. present subjunctive present subjunctive is a pattern of a sentence which is used to express every thing which is contrary to fact of present time. the verb of the noun clause must be in past (v2). e.g. fact : i don’t have any money now subj. : i wish i had much money now. b. past subjunctive. past subjunctive is used to express something which is contrary to fact in the past. the tense of the noun clause must be had + v3 (past perfect) regardless to the tense of the main clause. fact : i was absent yesterday. subj. : i wish i hadn’t been absent yesterday. according to greenbaum dan quirk (1990:304-305), on the basis of their potential functions, we distinguish four major categories of subordinate clauses: nominal, adverbial, relative and comparative. nominal clauses may function as subject, object, complement, appositive, and prepositional complement. adverbial clauses function mainly as adjuncts or disjuncts. the functions of relative clauses generally are as restrictive or nonrestrictive modifiers of noun phrases and are therefore functionally parallel to attributive adjectives. comparative clauses resemble adjectives and adverbs in their modifying function. method the data collection in the study is intended to obtain relevant, accurate and reliable materials. to obtain the intended data, writers need techniques, procedures, instruments, and activities. to conduct a good research, writers should use organized procedures. a systematic and planned procedure in the research is data collection and analysis. gathering. the research method referred to here is the way that must be taken in order to develop and solve problems to achieve the truth scientifically. this is a descriptive study. the way used in this study is to describe the mastery on clauses of the fifth semester students of english education study program, faculty of teacher training and education, sri haryanti & ana setyandari / international journal of active learning 3 (1) (2018) 46 university of widya dharma klaten in academic year 2016/2017. in the description the writers present the students’ mastery on subordinate clauses and the difficulties faced. seliger and shohamy state in qualitative research where qualitative data have been collected by procedures such as unstructured observation, open interviews, examining records, diaries, and other document, the data are usually in the form of words in oral or written modes (1989:204). in this study, writers use a test method to collect data about clause mastery and difficulty faced in mastering clauses. arikunto (2013: 51) states that the test is a tool or procedure used to know or measure something in an atmosphere, in the manner and the rules that have been determined. based on the form, the test used in this study is a written test and based on the composition of the test used is essay test. data analysis method used is statistical method in the form of average value with the following formula: r s = ________ n s: sudents’ mastery r: the total value n: number of students after getting the average value, the writers give the categories based on the table below (arikunto, 2012:281). table 1. category of students’ mastery mark (100) grade category 80 – 100 66 – 79 56 – 65 40 – 55 30 – 39 a b c d e very good good fair poor fail results and discussion the result of the test on clause mastery of semester v students of english education study program, faculty of teacher training and education, university of widya dharma klaten in academic year 2016/2017 can be seen in the following table. table 2. the students’ result of the test code mark grade category a 60 c fair b 56.25 c fair c 68.75 b good d 68.75 b good e 68.75 b good f 76.25 b good g 80 a very good h 53.75 d poor i 82.50 a very good j 71.25 b good k 62.50 c fair l 72.50 b good m 62.50 c fair n 68.75 b good o 75 b good sri haryanti & ana setyandari / international journal of active learning 3 (1) (2018) 47 p 65 c fair q 65 c fair r 61.25 c fair s 71.25 b good t 61.25 c fair u 65 c fair v 61.25 c fair w 56.25 c fair x 66.25 b good y 51.25 d poor total 1.651.25 the average value can be counted as follows: s: 1.651.25 = 66.05 25 from table 2 above, the writers know that there are 2 students who get very good category, 10 students who get good category, 11 students who get fair category, and 2 students who get poor category. the main score is 66.05, which is categorized into good category. as the result, the writers can state the clause mastery of the fifth semester students of of english education study program, faculty of teacher training and education, university of widya dharma klaten in academic year 2016/2017 is good. in comprehending clauses, the students have difficulties. it is in line with what martinez et al state that students from non-english speaking academic backgrounds face a number of challenges when attending courses in countries in which the main language of instruction is english. even when those students’ proficiency is assessed as being high (by tests like toefl, and ielts, for example) (2013:313).the difficulties faced by the students are that they cannot determine the function of noun clause in a sentence exactly, especially when the noun clause functions as an indirect object. it can be seen in the sententence the teacher will give whoever can answer the question the fastest a present. the noun clause whoever can answer the question the fastest functions as indirect object, whereas a present is a noun phrase functioning as direct object. most of the students identified whoever can answer the question the fastest a present as direct object/object of verb. it seems that the students did not consider the meaning of the sentence, but they just paid attention to the introductory conjuction which begins subordinate clause ‘whoever’. assessor d1 in yi states that the job of the teacher is to teach effective, engaging, socially valuable communication with meaning: not to produce an assembly line of perfect grammar that means nothing much (2013:76). introductory conjunction ‘where’makes the students confused to determine whether it begins adjective clause, adverb clause or noun clause. it is tested in the sentences i know where she lives and i know the house where she lives; ‘where’ in the first sentence introduces noun clause while in the second sentence introduces adjective clause. where she lives in the first sentence can stand alone after the verb ‘know’, which can be substituted by noun phrase ‘her house’ or ‘her adress’, while in the second sentence it modifies the noun ‘house’. therfore, the lecturer needs to make writing english sentences containing subordinate clauses as students’ habit. it is in line with the statement given by szanajda and chang that ultimately, engaging students in writing in english is a crucial endeavor for teachers at any level, and this may be especially true at the university level. at this stage, students are very close to starting the careers and to moving into fields in which , in many cases, they will need to communicate effectively in english, since it is the lingua franca of science, business, and a variety of other growing (2015:271). it is also stated by greenia (1992:33) in ruiz-funes that in fact, reseach has shown that: grammar study (alone) does not improve the clarity or craftsmanship of student writing, nor does focussing on grammar correction in writing samples (2016:184). the other difficulties are that the students could not make adjective clause correctly. they could not choose the appropriate introductory conjunction, especially ’whose’ such as in the sentence the sri haryanti & ana setyandari / international journal of active learning 3 (1) (2018) 48 president appointed a special committee who the committee was to report him periodically (d.iv.5). the item tested is to join the two pairs of sentences to make one sentence, namely “the president appointed a special committee. the chairman of the committee was to report him periodically.” the newly formed sentence should be the president appointed a special committee whose chairman was to report him periodically.the students did not use the verb in making clauses, such as in the sentence the answer was that we must more careful (f.iii.7). the answer was that we have to more careful (t.iii.7). they thought that modal auxiliary can be as a verb. the correct sentence is the answer was that we should be more careful. silalahi states that although the verb word category is equally owned in english and indonesian, but we cannot find the equivalences between verbs in english and indonesian. the fact that each lanuage has its unique characteristic which differs from one another (2016:46). furthermore, silalahi states that verb is a part of difficult languages to learn and to operate in almost any language. learning the language is basically related to learn how to use the verb form of the language because the pattern or structure of verbs in each language is different. verb patterns are different on two things: how linguistic material compiled and the type of information it carries (2016:42). the most difficulty faced by the students in constructing clauses is tense. the students often did not pay attention to the tense because in indonesian language there is no tense which causes the change of verb. it can be seen in data i wonder why he looks so worried that time (c.ii.5). the item tested is “i wonder (mengapa ia nampak cemas pada waktu itu). pada waktu itu refers to the past time in indonesian language. therefore, the students should transfer that subordinate clause into why he/she looked so worried at that time. conclusion after analyzing the data, the writers can conclude that although the students’ mastery on clauses of the fifth semester students of english education study program, teacher training and education faculty, widya dharma university of klaten in academic year 2016/2017 is good, they still need to study it more and more because clause mastery is very much needed in writing any composition; and the difficulties faced in comprehending clauses are the students cannot identify the functions of noun clause exactly, they determine the introductory conjunction incorrectly, they are confused in joining two sentences to be 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(2013). ‘questions arising from the assessment of efl narrative writing’. an international journal for teachers of english to speakers of other languages. elt journal, 67/1, 70-79. 68 ijal 2 (2) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal learning design of problem based learning model based on recommendations of sintax study and contents issues on physics impulse materials with experimental activities kristia agustina1,wahyu hari kristiyanto2, diane noviandini2 1major of physics education, faculty of science and mathematics, universitas kristen satya wacana, indonesia 2study center of science, technology, and mathematics education (e-sistem), faculty of science and mathematics, universitas kristen satya wacana, indonesia info articles ___________________ history articles: received 23 february 2017 approved 11 march 2017 published 1 october 2017 ___________________ keywords: problem based learning; learning design; sintax,content of problem _______________________ abstract ____________________________________________________________ this study aims to design learning problem based learning model based on syntax study recommendations and content issues on physics impulse materials through experiments. this research is a development research with kemp model. the reference for making the learning design is the result of the syntax study and the content of existing pbl implementation problems from agustina research. this instructional design is applied to the physics material about impulse done through experimental activity. limited trials were conducted on the swcu physics education study program students group salatiga, while the validity test was conducted by high school teachers and physics education lecturers. the results of the trial evaluation are limited and the validity test is used to improve the designs that have been made. the conclusion of this research is the design of learning by using pbl model on impuls material by referring the result of syntax study and the problem content of existing pbl implementation can be produced by learning activity designed in laboratory experiment activity. the actual problem for impuls material can be used car crash test video at factory. the results of validation tests and limited trials conducted by researchers assessed that the design of learning made by researchers can be used with small revisions. suggestions from this research are in making learning design by using pbl model to get actual problem can by collecting news that come from newspaper, youtube, internet, and television. how to cite ____________________________________________________________ agustina, k., kristiyanto, w. h. & noviandini, d. (2017). learning design of problem based learning model based on recommendations of sintax study and contents issues on physics impulse materials with experimental activities. international journal of active learning, 2(2). © 2017 universitas negeri semarang  address correspondence: diponegoro street 52-60, salatiga 50711, indonesia e-mail: whkris@staff.uksw.edu p-issn 2528-505x kristia agustina et al. / international journal of active learning 2 (2) (2017) 69 introduction problem based learning model (pbl) is a learning approach that uses real-world problems as a context for students to learn about problem-solving skills (arends, 2007). this pbl model is also recommended to be used in the implementation of the revised 2013 curriculum (kermendikbud, 2016). problems posed by teachers in pbl are issues related to the real world and interesting so that students are trained to solve problems that require creative thinking (bilgin et al, 2009). creative thinking needs to be developed so that students are able to solve problems encountered everyday. everyday events related to nature, many can be solved by the concept of physics, for that students need to learn the concept of physics. the pbl learning model has a syntax consisting of five stages of learning: (1) organizing students into problems, (2) organizing students to learn, (3) assisting independent and group investigations, (4) developing and presenting works and exhibitions, 5) analyze and evaluate the problem-solving process. preliminary research has been done the study of syntax and the content of the problem to some lesson implementation plan (rpp) and student worksheet (lks) model problem based learning (pbl). the results of the study indicate that most of the research results from the application of pbl model with physics material which has been published in the form of rpp and lks is not in accordance with the syntax and the content of the problem because not all stages in the pbl are written in the rpp and lks. unexpected syntax is organizing students into problems, helping independent and group investigations and analyzing and evaluating problem-solving processes. the content of the problem tends to be an issue that is not actual or unrelated to daily events. it gives the impression that the contents of the problem are made up, the issues raised more to the experimental objectives and not the actual problems and more likely to solve mathematical problems (agustina et al., 2017). based on these problems it is very urgent to design the learning in accordance with the actual syntax and content issues based on the results of the study as a reference in the use of pbl model. the learning model design of pbl based on syntax study and the content of this problem is done on physics material about impulse. design a model with physics materials using the topic impulse because the material impuls the problem raised can be a problem that is often encountered and that is not often encountered. the topic of impulse is chosen because the events that often occur in everyday life have to do with impuls based on news, newspapers, and social media. it is expected to assist students in analyzing the problems that exist in the universe related to impulses. if an object is subjected to force over a certain time interval known as an impulse, then the object will experience a momentum change. impulse can be formulated as a result of multiplication of force with interval time duration work force. mathematically written: i ⃑ = (f) ⃑δt ............................ ............... (1) the purpose of this research is to design the learning problem based learning model based on the recommendation of syntax study and the content of the problem on the physics impuls material through experiment. methods this research is a development research with kemp (1985) model. the reference for the design of learning is the result of the syntax study and the content of existing pbl implementation problems from agustina et al. (2017). this instructional design is applied to the physics material about impulse done through experimental activity. limited trials were conducted on the swcu physics education study program students group salatiga, while the validity test was conducted by high school teachers and physics education lecturers. the results of the trial evaluation are limited and the validity test is used to improve the designs that have been made. kristia agustina et al. / international journal of active learning 2 (2) (2017) 70 results and discussion the learning design using the pbl model on the impulse material is done by referring the results of the syntax study and the problem content of the existing pbl implementation. learning activities are designed in a laboratory experiment. the design of pbl learning model with physics topic of impuls that has been validated by one of satya wacana christian high school satya christian teacher teacher and two lecturers of satya wacana salatiga christian university satya physics education is shown in table 1. table 1. design of pbl learning with bases om syntax study and content of problem core competencies: 1. understanding, applying and explaining, factual, conceptual, procedural, and metocognitive knowledge, in science, technology, art, culture, and humanities, with the insights of humanity, nationality, state, and civilization-related phenomena and events, and applying procedural knowledge in a specific field of study according to his or her talents and interests to solve the problem. 2. try, process, and organize in the realm of concrete and abstract realms related to the development of the self-study in schools, and able to use methods according to the scholarship. core competence basic competence indicator of competence achievement 1.1 describing momentum, style and impulse and its application in daily life. 1.1 explain the notion of impulse. 1.3 finding the relationship between impulse and momentum mathematically. 1.5 explain the application of impulses in everyday life. 2.1. presents real issues and proposed solutions related to the concept of style, impulse. 2.1 explain impulse understanding through discussion. 2.3 finding the relationship between impulse and momentum mathematically. 2.4 explain the applications and impulses in everyday life through discussion. steps of model problem based learning time allotment suggestions from the pbl study results teacher activities tudents activities phase i (organizing students to problems) 10’ learning motivation presentation.. presentation of learning objectives. presentation of actual problem given to the students. kegiatan 2 the teacher opens the lesson with greetings to invite students to pray together. teacher reviews previous meetings by asking students about momentum materials that have been discussed at previous meetings. teacher reviews previous meetings by asking students about momentum materials that have been discussed at previous meetings. teacher plays video about car crash test at factory. after the teacher shows the video, then the teacher students answer greetings from the teacher and one of the students leads the prayer. students answer questions given by teachers. students listen to what is taught by the teacher. students pay attention to the football video game and answer the supplementary questions given by kristia agustina et al. / international journal of active learning 2 (2) (2017) 71 summary of problems given to students. asks the dribblers question: based on the car crash test video at the factory, how was the situation before the car hit the wall? how's the car after crashing into the wall? how is the momentum of the car before it hit the wall and after crashing into the wall, fixed or not? in this event what caused the momentum car change? teacher asks students about any factors that affect the magnitude of the change in momemtum objects? hypothesis: style (f) time (t) if the student gives a hypothesis that is not appropriate with the factors to be investigated then the teacher asks the question of the dribblers to lead the next learning activity the teacher asks: does the magnitude of force and duration of the force acting on the object affect the magnitude of the change of momentum of the object? the teachers. students propose a hypothesis to the students. tahap ii (organizing students to learn) 10’ teachers invite students to discuss designing experiments. teachers invite students to discuss designing experiments to investigate the effect of style and time on the magnitude of the momentum change of objects as follows: how is the experimental design to investigate the influence of style and time on the magnitude of the change in momentum? what objects will be used to observe the change in momentum objects? (objects that have masses, objects that have a force and a moving object) can one use a train? (can) how to give style to a stylishly styled train? (pulling a train with a rope connected to a hanging load, where load masses can be set) how to set the length of time working style on the train? (by cutting the rope on the load hanging on the train) students conduct discussions by answering questions provided by teacher-related experiments that will be designed to investigate the effect of style and time on changes in momentum of objects. students are free to express their opinions on experimental design. kristia agustina et al. / international journal of active learning 2 (2) (2017) 72 teachers divide students into groups. teacher gives student inquiries to solve actual problems. teacher gives student inquiries to solve actual info: to see the comparison of the magnitude of the change in momentum the object is used 2 strollers simultaneously in each experiment. how do i see how big the changes in momentum change from both trains? (by looking at the results of margarine bans hit by the train) how to keep the train stable when pulled by the load? (by adding a load on the train) from the discussion, what tools are needed to investigate the effect of style and time on the change in momentum? ((train, load, pulley, rope, margarine and scissors). master divides the class into 6 groups: 3 groups to investigate whether style influences the magnitude of the momentum changes in objects and 3 groups to investigate whether time affects the magnitude of the momentum change of objects. the teacher gave the question led to design experiment to 3 groups that investigated the influence of the style on the magnitude of the change of momentum objects, as follows: question led to design experiment: if we want to investigate whether the style affects the magnitude of the momentum change of matter, then: what are the independent variables or should be changed? (the force acting on the object (f)) how to change the size of his style? (by changing the mass of the load hanging) what are the control variables or to be made fixed? (time (t)) and train mass (m)) how to set the time interval of the working force on the object to have the same value? (by cutting the rope students join their own groups according to the division by the teacher. • students in groups who investigate the influence of style, answer the question of herding. kristia agustina et al. / international journal of active learning 2 (2) (2017) 73 problems. at the same load) what are the dependent or observed variables? (changes in the magnitude of the momentum of the object (p)) how to determine the largest momentum object change? (judging from the deepest margarine pickings after being hit by a train) teachers provide a questionnaire for designing trials to 3 groups that investigate the influence of time on the magnitude of change of momentum objects, as follows: question led to design experiment: if we want to investigate whether time affects the magnitude of the momentum change of things, then: what is the free variable or should be changed? time (t)) how to change the length of time the working force on the object? (by cutting the rope on the load at different time intervals) what are the control variables or to be made fixed? (train mass (m) and style (f)) how to make the style that works on the same train? (by hanging the same mass on the hanging load) what are the dependent or observed variables? (changes in magnitude momentum of objects (p)) how to determine the largest momentum object change? (judging from the deepest margarine pickings after being hit by a train) students of the group investigating the influence of time, answering the dribblers' questions. phase iii (assisting independent investigation and group) 30’ experiment 2.1 (investigating the style relationship to the amount of momentum change) available 2 trains with different load suspended and on top of the car placed the same mass load. then 2 trains are released kristia agustina et al. / international journal of active learning 2 (2) (2017) 74 teachers encourage students to carry out experiments by collecting appropriate information. teachers encourage simultaneously from the same position. after moving then the rope over the load is cut simultaneously. info: each group is asked to record the experiment. 𝑭𝟏 > 𝑭𝟐 𝒎𝟏 > 𝒎𝟐 𝒕𝟏=𝒕𝟐 𝑴𝟏 = 𝑴𝟐 teachers encourage students in groups who investigate the influence of style to gather information through incoming questions. question gazing observing: what is the state of margarine after the car crashes? (margarine) if the car is given a different style in the same time, what is the result of the same margarine detergent? (the resulting margarine filter is different). which bigger penis, margarine on car 1 or car 2? (margarine on the 1st car is bigger than the margarine on the car 2). observation result the margarine on the train 1 is larger than the margarine on the 2nd train. the teacher guides the students to analyze the experimental results to find explanations, solutions and draw conclusions by providing the students answer questions given by teachers to gather information. students answer questions asked by teachers and solve problems through experiments. kristia agustina et al. / international journal of active learning 2 (2) (2017) 75 students to carry out experiments, seek explanations, and solutions. following escort questions: the question draws a conclusion: before the two trains are released how early is the train speed? (zero initial speed) what is the momentum of the beginning of both trains? (momentum start of second train zero) after the carriage is released and the load is pulled at the same time interval by different loads and until it hit the margarine, how is the beam generated by the two trains? (the bears that the two different trains carry), which margarine is more stoned, hit by train 1 or train 2? (hit by train 1) after the train is pulled by different loads at the same time interval, do both trains have the same momentum? (no), then which train has a greater momentum, judging from the resulting suction? (train 1) how does momentum end to the two trains after being given different styles in the same time? (different) which train has changed the momentum of the largest object, which gets the biggest or smallest style? (train 1 has the greatest momentum of the trains 2) does style affect the magnitude of momentum change? (yes) how does the style influence the magnitude of the change in momentum? (the bigger the style that works on the object, the greater the change in the momentum of the object.) is the style proportional to the magnitude of the change of momentum of the object? (the style is directly proportional to the momentum change of the object) conclusion: the bigger the style that works on the object, the greater the momentum will change. kristia agustina et al. / international journal of active learning 2 (2) (2017) 76 teachers encourage students to carry out experiments, seek explanations, and solutions. the force is directly proportional to the magnitude of the momentum of the object changes. mathematically: trial 2.2 (investigating the relation of time to the amount of momentum change) provided 2 cars drawn by loads hung with the same mass on the car loaded with the mass of the same mass. then 2 trains are released simultaneously from the same position. after moving then the rope over the load is cut at different times. strap on car load 1 is cut first from strap on car load 2. info: each group is asked to record the experiment. 𝑭𝟏 = 𝑭𝟐 𝒎𝟏 = 𝒎𝟐 𝒕𝟏 > 𝒕𝟐 𝑴𝟏 = 𝑴𝟐 teachers encourage students in groups that investigate the influence of time to gather information through incoming questions. question led to observe: what is the state of margarine after being hit by the train? (margarine penyot) if the train is given the same styles in different time intervals, are the resulted scrapings the same? siswa menjawab pertanyyan penggiring yang diberikan oleh guru dan menyelesaikan pemecahan masalah melaui eksperimen. △ p ∼ f kristia agustina et al. / international journal of active learning 2 (2) (2017) 77 (different margarine extracts are produced) does the time given to the train affect the margarine beater? (yes) which margin has a bigger purse, margarine on train 1 or train 2? (margarine on train 2 larger bigger than the margarine on train 1) observation result the margarine on the train 1 is smaller than the margarine on the 2nd train. question led to draw conclusions: before the train is released how early train speed? (zero initial speed). what is the momentum of the beginning of both trains? (momentum start of the second train zero). after the carriage is removed and pulled at different time intervals by the same load, how is the runway generated by the two trains? (the bears that the two different trains carry) which margin is the better one, hit by train 1 or train 2? (hit by train 2) which has a time interval of working style for a while or longer? (long time interval working style) how does the end momentum to the two trains after being given the same style in different times? (different) which train has changed the momentum of the largest object, subject to style for a while or longer? (the longer styled train 2 which will experience the greatest momentum change of the body from the train 1 which is stylish only briefly) what is the effect of time on the magnitude of the change in momentum? directly proportional or inversely proportional? (the time is directly proportional to the momentum change of the object, kristia agustina et al. / international journal of active learning 2 (2) (2017) 78 the greater the time interval of the working force on the object, the greater the change in the momentum of the object.) conclusion: the larger the time interval of work on the object, the greater the change in the momentum of the object.) the time interval of the working force on the object is directly proportional to the magnitude of the change in the momentum of the object. mathematically: tahap iv (mengembangkan dan mepresentasikan hasil karya serta pameran) 20’ teacher asks student to make report of problem solving. teacher asks student to present problem solving result. teacher asks each group to make reports of troubleshooting process and record experiment in video form. teacher asks representatives of each group to investigate the influence of style and time to present reports on powepoint slides and display experimental videos performed on each group. students make reports of experiments that have been done and record experiments that have been done. students who are appointed by each group to represent their group forward the class to present the reports that have been made by each group. tahap v (menganalisis dan mengevaluasi proses pemecahan masalah) 20’ teachers help students analyze the problemsolving process that is given to students. teachers evaluate the problemsolving process that is given to students. the teacher analyzes the problemsolving process by asking 'from the car crash test at the factory, how did the car go before hitting the wall? how's the car after crashing into the wall? the teacher evaluates the problemsolving process by asking students about what factors affect the magnitude of the momentum change of things? (style (f) and time (t)), how does the force influence the magnitude of the momentum change of the object? students answer questions given by teachers. students answer questions given by teachers. △ p ∼ t kristia agustina et al. / international journal of active learning 2 (2) (2017) 79 (the bigger the style the greater the momentum changes things), how is the effect of time on the magnitude of the momentum change of things? (the bigger the time the greater the momentum changes things). the teacher directs the students to draw conclusions from the learning process by explaining that the magnitude of momentum change in physics is called the impulse experienced by an object. impulses are influenced by style and time. information: transformation momentum = impuls ∆𝑃 = 𝐼 → 𝐼 = 𝐹. ∆𝑡 𝑚 . ∆𝑣 = 𝐹. ∆𝑡 teacher gives problem-solving questions related to the magnitude of momentum change as follows: have you ever seen boxing matches on tv? boxing players often use boxing gloves to extend the working style of the impuls. if the contact time is longer then the force acting on the impulse, like what? if the force that works on a small impulse, how is the pain experienced by the boxer when he receives a blow? a ball of mass of 0.5 kg is initially silent, then the ball is kicked with a force of 10 n. the length of the foot touches the ball of 0.1 s, calculate (a) the impulse experienced by the ball? (b) ball speed after being kicked? students listen to the teacher's direction to conclude the learning process that has been done. students answer questions given by teachers. kristia agustina et al. / international journal of active learning 2 (2) (2017) 80 validation test on stage i (student organizing to problem) that has been done by validator indicate that video given to student at the beginning of activity less appropriate with experiment will be done so that researcher do revision. previously the video to be aired was a video about football games. the videos and questions are judged to be inconsistent with the experiments to be performed in the lesson. the validator suggests converting a football video game with a crash test video test vehicle in the factory. while the limited trial of pbl model learning design in stage i (student organizing to problem) students have been able to understand the formulation of problems given by the teacher in the form of question the question of herding. validation test on stage ii (organizing students for learning) which has been done by the validator shows that no revisions and validation results indicate that the assessment of draft questions designing the given experiment can be understood and answered correctly by the student so that the assessment given is good enough against the design of teacher activities and student activities by the validator. while the trial is limited to the design of pbl model learning in stage ii (organizing students for learning) that some students have been able to answer and understand the questions penggiring design experiments provided by the teacher. validation tests in stage iii (assisting independent and group investigations) indicate that no revisions and validation results show that the experimental questions made have been assessed well by the validator. while a limited trial of pbl model learning design in stage iii (assisting independent investigation and group) there are some students have been able to answer the question of dribbers observing the experiment and able to experiment properly to solve the problems given by the teacher. validation test at phase iv stage (developing and presenting results of work and exhibition) shows that there is no revision and validation result indicate that teacher have direct student to make report and present result of problem solving which has been assessed good by validator. while the limited trial of pbl model learning design in phase iv (developing and presenting results of work and exhibition) that all students have been able to make a report of problem solving. validation test on stage v (analyzing and evaluating problem solving process) shows that no revisions and validation results indicate that the teacher has helped students analyze and evaluate the problem-solving process given to students who have been assessed well by the validator. while a limited trial of pbl model learning design on stage v (analyzing and evaluating problem solving process) that some students have been able to answer questions given by teachers in analyzing and evaluating the problem-solving process. figure 1. limited trials with students conclusion the conclusion of this research is the design of learning by using pbl model on impuls material by referring the result of syntax study and the problem content of existing pbl implementation can be kristia agustina et al. / international journal of active learning 2 (2) (2017) 81 produced by learning activity designed in laboratory experiment activity. the actual problem for impuls material can be used car crash test video at factory. the results of validation tests and limited trials conducted by researchers assessed that the design of learning made by researchers can be used with small revisions. suggestions from this research are in making learning design by using pbl model to get actual problem can by collecting news which come from newspaper, youtube, internet, and television. references agustina, k., kristiyanto,w.h., & noviandini, d. 2017. analisis rpp model problem based learning berdasarkan sintaks dan isi permasalahan yang sesuai dengan kaidah model problem based learning. prosiding seminar nasional ipa viii. semarang: universitas negeri semarang. arends, richard. 2007. learning to teach. yogyakarta: pustaka pelajar. bilgin et al. 2009. the effects of problem based learning instruction on university student’s performance of conceptual and quantitative problems in gas concepts. jurnal penelitian. halaman 153 – 164. capon, n., & kuhn, d. 2004. what’s so good about problem based learning? cognition and instruction 22: 61-79. erik, d.g., & anette, k. 2003. characteristics of problem based learning. international journal engng ed., 19(5), 657-662. fong ma, a.k., toole, j.o. & kepple, m. 2008. an investigation of student teachers attitudes to the use of media triggered problem based learning. australasian journal of educational technology 24 (3): 311-325. giancoli, douglas c. 2001. jilid i edisi v. (hal 213-220) jakarta: erlangga. ibrahim, b., erdal, s., mustafa, s. 2009. the effect of problem-based leraning instruction on university students’ perfermance of conceptual and quantitative problems in gas concepts. eurosia jurnal of mathematics, science & technology education, 5(2), 153-156 kemp, j. e. & dayton, d. k. 1985. planning and producing instructional media. new york: happer & row publishers. giancoli, douglas c. 2001. jilid i edisi v. (hal 213-220) jakarta: erlangga. sugiyanto. 2009. model – model pembelajaran inovatif. surakarta: mata padi presindo 24 ijal 4 (1) (2019) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal alias masek universiti tun hussein onn malaysia info articles ___________________ history articles: received 8 may 2018 approved 11 june 2018 published 1 april 2019 ___________________ keywords: student-centred learning, facilitation, pedagogical skills, heron facilitation model _______________________ abstract ____________________________________________________________ this study is based on the heron facilitation model, to evaluate the dimension and mode of facilitation of facilitators who are using student-centred learning (scl) as an approach in delivering theoretical knowledge. a survey study was conducted, involving 177 facilitators from multiple backgrounds. the findings show that the six dimensions of facilitation were rated at a high level and cooperative mode was most often applied in the scl approach. there is no difference in mode and dimension applied by young and senior facilitators. thus, experience and field of education discipline do not generally predict an effective facilitation measure for theoretical delivery. how to cite ____________________________________________________________ masek, a. (2019). mode and dimension of facilitation in student-centred learning approach: a comparison of teaching experience. international journal of active learning, 4(1), 24-32.  address correspondence: email: aliasmasek@uthm.edu.my p-issn 2528-505x e-issn 2615-6377 alias masek / international journal of active learning 4 (1) (2019) 25 introduction educators, teachers, or lecturers in higher educational institutions are individuals who have the most influence on students’ learning. according to schleicher (2012), the development of new skills of students is most dependent on educators. therefore, significant moves have been made by many institutions towards student centred learning (scl), to replace previous methods using the traditional learning approach (tla). the main concern is to provide students with autonomy and to change the role of lecturers from teaching to coaching. scl approaches such as problem-based learning, case study, practical activities, laboratory work, collaborative learning, computer-assisted learning, and group discussions would encourage a two-way communication between students and the facilitator. thus, in using scl across educational disciplines, students’ performance could go beyond cognitive development, including psychomotor and affective domain (ibrahim, 2004). the scl approach involves students’ influence on the content, activities, materials and levels of learning (collins & o' brien, 2003). although this approach focuses on students as a key player in teaching and learning, a facilitator serves as an important individual in guiding students to reach their learning goals. therefore, multiple approaches, dimensions, strategies, and modes of facilitation can be applied to take control of learning activities during the scl process. subsequently, a different facilitator uses different approaches, which result in the difficulty in measuring the best and most effective approach of scl facilitation, especially in theoretical knowledge delivery in the higher education context. these circumstances indicate that the standard measure for effective facilitation is still missing, and this area requires a specific research to be conducted. facilitation models have been well documented by previous authors from diverse disciplines of knowledge; they discuss the main role of facilitators, proposing theories, approaches, methods, strategies or principles with underlying theoretical framework. for instance, prendiville (2008) proposes four facilitation styles based on tasks and activities, namely the directive, exploratory, delegating, and participative. these facilitation styles exclude external predictors that would change facilitators’ styles. in cameron (2005), the author introduces three bi-polar scales, namely energy, orientation and control. the combination of these three bi-polar scales produces eight styles of group facilitation. in brandes and ginnis (1996), the authors propose six principles of facilitating scl that clearly show the function of an educator as a teacher and an information provider. in yasar (2008), a facilitator should play his or her role as a fellow learner who closely communicates with students. spratt et al. (2005) suggest a strategy to be an effective facilitator: a facilitator should act as a content expert and serves as an information provider, ensures teaching and learning based on good planning and management, monitors teaching and learning processes, engages in discussions, creates a good atmosphere and comfortable interaction, stays aware of students’ problems, gives comments, and helps students in solving problems. in addition, the facilitator should also be able to negotiate and intervene diplomatically to resolve problems faced by students (sabburg et al., 2006). in education, one of the most cited works is the model by heron (2006), namely the mode and dimension of facilitation model. although this model was developed for training and therapeutic counselling, it suits the education field, especially in facilitating scl. this model will be used as a reference to gauge the effectiveness of facilitation by a facilitator. the model from heron (2006) uses six dimensions and three levels of mode of facilitation. these dimensions serve different functions and strategies on students’ learning. the first dimension is planning, which focuses on helping students to achieve their learning goals. the second dimension is meaning, which focuses on the cognitive aspect of students’ awareness of learning. the third dimension is confrontation, which focuses on the more specific aspects of learning, including the ‘dos’ and ‘don’ts’ in learning process. the fourth dimension is feeling, which deals with different issues, including psychological and emotional aspects of students’ diversity. the fifth dimension focuses on structuring students’ learning and the sixth dimension stresses the value of learning. these dimensions are inter-connected and linked to alias masek / international journal of active learning 4 (1) (2019) 26 one another but they must be implemented differently. on the other hand, facilitators have to adopt three modes during the facilitation process, namely hierarchy, autonomy, and cooperation. in the hierarchy mode, a facilitator has to exert much control over students’ learning. in the autonomy mode, a facilitator plays the role of monitoring tasks. in the cooperative mode, a facilitator acts as a leader and a group member. the modes of facilitation can be changed from time to time according to scl situations. although there are many theories, approaches, methods, strategies or principles proposed by previous researchers, the implementation of any types of models/theories mentioned relies on experience and maturity. for instance, in some cases, young facilitators face difficulties in some aspects of teaching like planning, implementation and lesson assessment (ertmer & simons, 2000). this is because young facilitators lack the experience related to the structure of facilitation process. in addition, some facilitators might feel uncomfortable in changing roles from teacher to facilitator as they are accustomed to the traditional teaching methods (dolman et al., 2002). thus, it is hypothesised that lack of knowledge and experience in facilitation skills is associated with lack of confidence to facilitate students especially in the scl approach. although training is sufficient, the implementation in the classroom is closely associated with individual skills and personal approach in facilitating students in scl. there are no general fool-proof benchmarks and guidelines for an effective facilitation for all facilitators. therefore, this study is based on the heron facilitation model to measure the dimensions and modes of multiplelevel facilitation among facilitators who use scl as an approach in delivering theoretical knowledge to students. student centred learning context student centred learning (scl) is an approach of learning. students play their role during teaching and learning sessions in the classroom by actively participating in each learning activity, while the lecturer acts as a facilitator. according to michaelson and black (1994), scl is an approach where students take control of content, activities, materials, and pace of learning. lately, scl has been defined with a wider context and a comprehensive definition includes active learning, choice of learning, and shift of power in the teacher-students relationship (o’neill, moore & mcmullin, 2005). in a typical classroom setting, a facilitator allocates a specific period of time for students to explore learning issues and solve problems as a part of learning process (salleh et al., 2009). previous studies highlighted several methods of implementing the scl approach in the classroom setting, for small groups or large classes. this includes collaborative learning, problem-based learning, peer instruction, team-based learning, and project-based learning (michaelson & black, 1994; michaelson, knight & fink, 2004; o’neill, moore & mcmullin, 2005). the most important aspects to be considered for scl approach implementation are suitability of activities and the size of classes. in order to match scl activities and the size of classes, several previous authors had proposed methods such as think-pair-share, quick-thinks, round table, minute papers, immediate feedback, bookend lectures, and student project presentation (johnston & cooper, 1997; stead, 2005; smith et al., 2005). in the malaysian context, the scl approach is limited to several common methods or learning activities. the local students have little exposure to scl since the primary school days; hence, scl might not work as expected without the prominent function of a facilitator. students’ project presentation has been one of the methods most frequently used by facilitators. in this method, group discussions occur in teams of 4 to 5 members in an engineering class; and the number could be higher for teams in a non-engineering class. some engineering classes use problem-based learning (salleh et al., 2009), project-based learning, site visit, and field study as a method of scl. nevertheless, non-engineering classes move ahead to adopt other methods, including debate, quizzes, public speaking, and forum. moreover, due to the recent technology advancement, blended learning methods using flipped-classroom approach have been widely discussed in the higher education context in malaysia (jamaludin & osman, 2014). this subsequently has created a new challenge for alias masek / international journal of active learning 4 (1) (2019) 27 facilitators, despite the multiple methods and strategies using scl to maintain effective facilitation in the 21st century learning circle. methods this study deploys a descriptive quantitative survey design using questionnaire. according to dantzker and hunter (2012), a survey design can be used to make descriptive assertions, especially for a large population. the two main elements of facilitation of heron’s model are taken as a basis for measuring facilitation according to the dimension and mode applied during scl. therefore, the major aim of this research is to investigate facilitator ‘skills’ in facilitating scl when delivering theoretical knowledge for nonengineering subjects within the higher education context population and sample a total of 248 samples out of 1220 lecturers who teach undergraduate students in uthm were each given a set of questionnaire. in this case, two stages of simple random sampling were deployed. in the first stage, an online questionnaire was developed and sent to all the lecturers using email blast. however, the response rate was very low with only 25 returned questionnaires. in the second stage, questionnaires were distributed by hand by visiting the lecturers’ rooms/offices in all faculties. as a result, a total of 177 completed questionnaires were collected from the 300 rooms/offices visited. this figure is considered appropriate for research as the response rate is 71.4%, which is above the acceptable rate of 65% (nulty, 2008). instrument the instrument, a questionnaire, was developed based on heron’s model of facilitation. the questionnaire comprises three parts, namely part a, part b and part c. part a covers the demographic information of respondents such as teaching experience, field of educational discipline, and gender; part b relates to the dimension of facilitation, consisting of 35 items for 6 main subconstructs. in part c, a total of 16 items are used to measure the mode of facilitation of scl in delivering theoretical knowledge. in order to test the reliability of items, a pilot study was conducted before the actual study was implemented. a total of 30 lecturers/facilitators at the faculty of technical and vocational education were asked to complete the questionnaire. data analysis indicated that the cronbach alpha was 0.94 and thus, appropriate for research purpose (perera et al., 2008). additionally, in order to increase validity and reliability, discrimination analysis was performed; as a result, a total of 10 items were removed with the discrimination index below 0.2 (boopathiraj & chellamani, 2013). data analysis data were analysed using descriptive and inferential statistics. mean and standard deviation were used to explain the dimension and mode applied by the facilitators. one way analysis of variance (anova) was used to compare facilitators’ perceived performance in the dimension and mode of facilitation according to teaching experience and field of discipline. result and discussion the samples were dominated by female facilitators, which comprise 53% (93) females and 47% (84) males. a total of 39% (69) facilitators have more than 10 years’ experience, 36% (64) with 5 to 10 years, and 25% (44) below 5 years. within these groups, 54% (92) are from engineering background including mechanical, civil, and electrical engineering, while the remaining 48% (85) are non-engineering such as information technology, science, business, and technology. dimension of facilitation the data are obtained from part b, using 35 items based on self-perception. data analyses were performed using means and standard deviations (sd) in order to determine whether the six dimensions of heron’s model were applied during the facilitation of scl approach in theoretical knowledge delivery. the results indicate that the overall mean is rated at a high level of 4.16 (sd=0.35). the highest mean is for the planning dimension with 4.34 (sd=0.45); an example of the alias masek / international journal of active learning 4 (1) (2019) 28 item rated higher sounds like “i organised the topic content accordingly”. the lowest mean goes to confronting dimension at 3.78 (sd=0.63); an example of the item with the lowest rate sounds like “i encouraged students to change leader for different learning activity”. the rest of the mean scores and standard deviations are indicated in table 1. table 1. mean score for dimension of facilitation. dimension mean std. deviation planning 4.3380 .45381 meaning 4.2326 .47112 confronting 3.7815 .63613 feeling 4.3356 .46433 structuring 4.2677 .42405 valuing 4.0141 .47652 mode of facilitation the data are obtained from part c, using 16 items which are also based on heron’s model of facilitation. this part is to determine whether the three modes of facilitation were applied by lecturers during the facilitation of scl approach in delivering theoretical knowledge. results of data analyses indicate that the cooperative mode was rated the highest with a mean score of 4.14 (sd=0.49). the item in the cooperative mode “i let students with freedom for accepting or rejecting the given opinion” was rated with a high mean score of 4.21 (sd=0.63). the mean scores for the other modes are indicated in table 2. table 2. mean score for mode of facilitation. mode of facilitation mean std. deviation hierarchy 4.1254 .43729 autonomy 4.0085 .53308 cooperative 4.1356 .48912 dimension and mode versus teaching experience the dimensions and modes were compared between the three levels of teaching experience; this is to ascertain which group has the better facilitated scl group based on heron’s (2006) model. the results show that lecturers who serve between 5 to 10 years have a slightly higher mean score (mean = 4.18; sd=0.40) of all. also, the mode of facilitation has a slightly higher mean score for those who serve more than 10 years with the value of 4.10 (sd=0.41). however, further analysis using anova indicates that the dimensions and modes of facilitation do not have a significant difference between these three groups of facilitators. this clearly indicates that teaching experience does not provide any advantage to the facilitation of scl. the details of the results are in tables 3 and 4. table 3. mean score of facilitation and teaching experience. teaching experience (years) facilitation of scl dimension mode m sd m sd below 5 4.10 0.33 4.07 0.39 5 to 10 4.18 0.40 4.08 0.45 more than 10 4.17 0.32 4.10 0.41 table 4. anova of level of experiences. sum of squares df mean square f sig. dimension between groups .220 2 .110 .875 .419 within groups 21.908 174 .126 total 22.129 176 mode between groups .034 2 .017 .095 .909 within groups 30.706 174 .176 total 30.739 176 alias masek / international journal of active learning 4 (1) (2019) 29 dimension and mode versus field of educational disciplines engineering and non-engineering facilitators were also compared in terms of dimensions and modes of facilitation of scl in delivering theoretical knowledge. both the major educational disciplines are slightly different in mean scores for the dimensions and modes of facilitation. in this case, the facilitators of non-engineering students have a slightly higher mean score of 4.21 (sd=0.36) compared with their engineering counterparts at 4.11 (sd=0.34) for the dimension of facilitation, while the engineering facilitators have a slightly higher mean score for the mode of facilitation at 4.09 (sd=0.42) compared with nonengineering at 4.08 (sd=0.42). the data were then further analysed; the results indicate that both the engineering and non-engineering facilitators do not differ in the dimension and mode according to heron’s model of facilitation. the results are shown in tables 5 and 6. table 5. mean score of facilitation and field of discipline. field of discipline facilitation of scl dimension mode m sd m sd engineering 4.11 0.34 4.09 0.42 non-engineering 4.21 0.36 4.08 0.42 table 6. anova of field of disciplines. sum of squares df mean square f sig. dimension between groups .412 1 .412 3.322 .070 within groups 21.716 175 .124 total 22.129 176 mode between groups .000 1 .000 .001 .971 within groups 30.739 175 .176 total 30.739 176 based on heron’s model of facilitation, six dimensions of facilitation and three modes of facilitation were used to determine lecturers’ capabilities in facilitating students in scl approaches. the six dimensions are planning, meaning, confronting, feeling, structuring, and valuing, while the three modes are hierarchy, autonomy and cooperation. in the scl environment, lecturers act as facilitators to guide students’ learning journey towards achieving the intended learning outcome. this study investigated the dimensions of facilitation of scl in delivering theoretical knowledge in the higher education context. sessions of facilitation focused on delivering theoretical knowledge; in contrast, in a typical traditional setting, teaching and learning is by and large teacher centred. according to a previous study, spratt et al. (2005) suggest that planning and management is the most critical dimension for a facilitator to be effective in the job. thus, a facilitator should always refer to and explain to students regarding learning objectives, topics to be studied, and provide an appropriate reference point. without appropriate planning as well as teaching and learning, learning goals are far to be achieved (unal & unal, 2012). the study findings indicate that lecturers who acted as a facilitator performed better at guiding scl activities on all dimensions. within this, planning and feeling were the two dimensions properly implemented in facilitating scl group, especially for theoretical knowledge delivery. this is because facilitators perceived that they had made careful planning to help students to achieve their learning goals. in addition, most of the facilitators are aware that careful planning is crucial in order to ensure effective learning during scl, and learning directions are guided toward achieving the alias masek / international journal of active learning 4 (1) (2019) 30 expected learning goals. moreover, it was found that facilitators had a weakness in the confronting dimension. unlike the previous findings, the structuring dimension was the major weakness of the facilitators during facilitation of scl. for instance, in turan et al. (2009), the authors found that lecturers needed to improve structuring dimension since it was found to be the weakest part of facilitation. similarly in mokgele (2006), complaints came from lecturers regarding their lack of experience to structure scl due to the absence of guidelines. in terms of mode of facilitation, facilitators preferred the cooperative mode, but hierarchy and autonomy modes were also put in place when necessary. this finding provides a clear picture of facilitators in understanding the concept of using a facilitation mode; they need to switch between modes to find a right one to create a suitable atmosphere of scl. these findings are in line with galajda (2012), the author suggests that a facilitator must utilise all the three modes of facilitation based on the situation during learning process underpinned by scl, since each mode has its advantages to students’ learning process within a group setting. in this study, a comparison was made between three groups of teaching experience and dimensions/modes of facilitation. the finding shows that these three groups are not significantly different, indicating facilitators with working experience below 5 years, of 5 to 10 years, and of more than 10 years performed at similar level during scl implementation. the study does not provide evidence to prove those who have more than 10 years’ experience have better performance in the dimensions and modes of facilitating scl than those who are freshmen did not have skills in facilitating scl. this circumstance is justified by the structured training provided by the institution to the young facilitators. this finding is consistent with the study by tsang (2014), whereby lecturers’ experience does not produce different performances in terms of the mode of facilitation. however, in the studies of different authors, young lecturers might have lacked training, and they practised different modes of facilitation; senior lecturers were more likely to give more autonomy to students and adopt a democratic approach compared with young lecturers (unal & unal, 2012). this study also compared the dimensions and modes of facilitation of scl between engineering and non-engineering facilitators. the results indicate that there is no significant difference between these two major groups of facilitators. although the nature of fields and subjects to be taught are very different, the focus of this study on theoretical knowledge delivery has clearly justified this finding. conclusion this study evaluated the modes and the dimensions of facilitation amongst lecturers who were using scl approach in theoretical knowledge delivery based on heron’s model of facilitation. this study also compared both modes and dimensions according to teaching experience and fields of education disciplines within the higher education context. the findings indicate that most of the facilitators embraced all the six dimensions of facilitation with cooperative mode as the most often applied mode in the scl approach. although young facilitators lacked experience in handling scl approach, their performance was similar to that of their senior counterparts in all the six dimensions and modes of facilitation. additionally, there is no difference in terms of dimensions and modes across the engineering and non-engineering facilitators. therefore, in this study, heron’s model of facilitation is a useful instrument for measuring facilitation skills. in terms of professionalism as a facilitator in the scl approach, experience and field of education discipline generally do not predict an effective facilitation measure for theoretical knowledge delivery. for future investigations, an experimental research is useful to prove the effectiveness as well as develop a guide for effective facilitation using heron’s model of facilitation. references boopathiraj, c. & chellamani, k. 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(2008). classroom management approaches of primary school teacher (unpublished master’s http://www.aishe.org/ http://www.aishe.org/ alias masek / international journal of active learning 4 (1) (2019) 32 thesis). middle east technical university, turkey. 1 ijal 4 (1) (2019) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal achmad mustofa, wiedy murtini, hery sawiji postgraduate school, universitas sebelas maret, indonesia info articles ___________________ history articles: received 29 january 2018 approved 11 june 2018 published 1 april 2019 ___________________ keywords: learning of craft and entrepreneurship, attitude toward behavior (atb), subjective norm (sn), perceived behavior control (pbc), entrepreneurship interest _______________________ abstract ____________________________________________________________ the purpose of this research is to see the relation between learning of craft and entrepreneurship in theory of planned behavior (ajzen, 1991) and further influence entrepreneur interest. the population of this research is on students of marketing program of smk negeri kabupaten boyolali with smart pls-3.0 analysis tool. through the sampling formula issac and michael obtained as many as 175 student samples. sampling is by proportionate stratified random sampling technique. the results of the analysis show that: learning of craft and entrepreneurship have positive effect on entrepreneurship interest through mediation by attitude toward behavior (atb), subjective norm (sn), and perceived behavior control (pbc). the research is well used in the development of economic learning innovation especially on the subjects of craft and entrepreneurship how to cite ____________________________________________________________ mustofa, a., murtini, w., & sawiji, h. (2019). learning of craft and entrepreneurship towards student’s entrepreneurship interest referred from planned behavior. international journal of active learning, 4(1), 1-9.  address correspondence: email: achmadmustofa@student.uns.ac.id p-issn 2528-505x e-issn 2615-6377 achmad mustofa et al. / international journal of active learning 4 (1) (2019) 2 introduction the process of prospering a nation desperately needs entrepreneurs who are able to accelerate the economic growth of a country and create employment for the community thereby reducing the unemployment rate (murtini, 2016). the importance of shaping entrepreneurial behavior from an early age as the beginning in starting a business and contributing to open employment. in addition, interest in entrepreneurship also plays an important role to indicate a person's interest to entrepreneurship, while hope is the number of entrepreneurs can increase. theory of planned behavior (ajzen, 1991) is a theory that can understand entrepreneurial behavior. the planned behavioral theory of one's interest will be able and appropriate to explain behavior in entrepreneurship. this theory is reinforced by fayolle et al. (2006) that if assessing the effects of entrepreneurial learning programs refers to the theory of planned behavior. furthermore, fayolle et al. (2006) says specifically entrepreneurial learning programs affect three factors of the theory of planned behavior. theory of planned behaviors have factors that shape interest in entrepreneurship ie atb, sn and pbc. atb is how a person's attitude in giving a positive or negative response to a behavior. suharti and sirine (2012) stated that much research on atb affects entrepreneurial interest. sn is the individual belief in the norms of the surrounding community as well as the individual's motivation to obey the norms (krueger et al., 2000). ajzen (1991) explains that pbc is how the individual perceptions about the level of ease or difficulty level to perform a behavior. the concept of pbc is similar to self-efficacy (se). se is individual confidence in the ability of self to carry out a task. bandura (1991) states that the se concept plays an important role in the interest and motivation of one's entrepreneurship. se is also defined as individual beliefs to master the situation and generate positive values (king, 2012). confidence in individual capacity in the form of patience, intelligence, and perseverance in associating greatly determines interest and contributes to entrepreneurial action (carsrud and brännback, 2011). thus, the focus of this research is on how the mediation effect of the theory of planned behavior on the learning of entrepreneurship and entrepreneurship in the interest of student entrepreneurship. literature study theory of planned behavior states that interest in entrepreneurship and the decision to do business depends on atb, sn and pbc (cruz et al, 2009). kolvereid (1996), gido et al. (2011) shows the results of research that atb, pbc and sn as antecedent variables of entrepreneurship interest. meanwhile, karimi et al. (2016) suggests that entrepreneurial learning influences pbc and sn, but no effect is found between entrepreneurial learning on atb. meanwhile, roxas, et al., (2008) states that knowledge gained from formal entrepreneurship education programs will have a positive impact on individual entrepreneurial interests as a whole through the influence of atb and sn mediations that support entrepreneurial behavior. the statement is reinforced by zampetakis, et al., (2011) that the presence of entrepreneurial learning moderates the effects of individual creativity on entrepreneurial interests. soutaris et al. (2007) shows that entrepreneurial learning increases student entrepreneurship interest and subjective norms, but there is no significant relationship between entrepreneurship learning and attitude toward entrepreneurship and perceived behavior control. meanwhile, achmad mustofa et al. / international journal of active learning 4 (1) (2019) 3 gerba (2012) shows that the three antecedent factors have a significant effect on entrepreneurship interest, although there are differences in the significance level of atb, sn, and pbc on student entrepreneur interest. of entrepreneurship interest among students. riani et al., (2012) shows the results of the analysis of entrepreneurial learning programs affecting atb, sn, pbc and innovation satisfaction. furthermore, atb, sn and pbc influence entrepreneur interest. meanwhile, interest in entrepreneurship does not affect the target of entrepreneurship behavior. furthermore, innovation satisfaction affects performance satisfaction as well as target of entrepreneurship behavior does not affect performance satisfaction. figure 1. research model methods mulyana (2006) said that the research methodology is a process, principles and procedures to approach the problem and seek answers to these problems. this research is only done on smkn 1 banyudono, smkn 1 boyolali and smkn 1 kemusu in boyolali district. this study uses quantitative analysis method that is analyzed in numerical data or numbers obtained from statistical methods and conducted inferential research or in the framework of hypothesis testing. furthermore, will be obtained the significance of the relationship between the variables studied. this research is designed to be a research model to measure the independent variable (exogenous), the variation of mediation (intervening) and the dependent variable (endogen). if using the formula issac and michael (1983) the number or size of the sample obtained 175 samples with proportionate stratified random sampling technique. the hunting of the workshop and entrepreneurship learning is adopted and modified from the 2013 handbook of craft and entrepreneurship. measurements of atb, sn and pbc are adopted and modified from sources (ahmed et al., 2017; autio et al., 2001; karimi et al., 2014; marques et al., 2012; shancez; 2016). measurements of entrepreneurship interest are adopted and modified from sources (schwarz et al., 2009; longnecker et al., 2001; suharti & sirine, 2011; linan & chen, 2006). this research uses smart-pls 3.0 as a tool in data analysis technique. then tested the validity, reliability and hypothesis test. result and discussion the result of descriptive analysis of research learning of craft and entrepreneurship, atb, sn pbc, and interest in entrepreneurship obtained average score, median, mode, minimum score, maximum score, variance and standard deviation, class count, class interval, value range and skewness. the way to facilitate in understanding the data of research results, data also presented in the form of frequency achmad mustofa et al. / international journal of active learning 4 (1) (2019) 4 distribution. the following descriptive analysis results are presented in table 1. table 1. summary of descriptive statistical analysis results variable x1 x2 x3 x4 x5 n 175 175 175 175 175 min 22 24 4 21 16 max 32 40 12 40 32 range 10 16 8 19 16 mean 26.80571 33.83429 9.697143 31.36 26.52571 std. deviation 2.556707 3.397256 1.408 3.578608 3.054706 variance 6.536749 11.54135 1.982463 12.80644 9.331232 evaluation of the measurement model is a measurement model used to assess the convergent and discriminant validity of latent construct-forming indicators. composite reliability and cronbach alpha are used to assess indicator reliability. convergent validity test parameter in smart-pls measurement model with reflexive indicator can be measured by loading factor with rule of thumb> 0,7. the loading factor value with the rule of thumb between 0.5 0.6 can still be used or use the ave and communality> 0.5 or t-statistic ≥ 1.96 and p value ≤ 0.05. this research is a research that is confirmatory research. therefore, convergent validity has the provision that the loading factor value is greater than 0.7. from the results of validity test stated that the entire questionnaire of research variables is said to be valid. it is based on the entire questionnaire items of research variables ie learning of craft and entrepreneurship (x1), attitude toward behavior (x2), subjective norms (x3), perceived behavior control (x4) and entrepreneurial interest (x5) shows the loading factor value more than 0.7, t statistic ≥ 1.96 and p value ≤ 0.05. discriminant validity including cross loading, ave root values and latent correlation coefficients compares the correlation coefficient value of the indicator or questionnaire item in the construct block with the correlation coefficient in the other column. discriminant validity relates to the principle that different construct gauges should not be highly correlated. discriminant validity test is assessed by comparison of cross loading, ave root value and latent correlation coefficient with correlation between constructs. based on the results of cross loading, shows that the correlation of latent constructs in predicting indicators on each variable, much better than the other variable indicators. thus, the discriminant validity test has been met. furthermore, the examination on the comparison of ave root values and the correlation latent coefficient with correlation between constructs. table 2. ave and ave root values variable ave akar ave (x1) 0,557 0.746 (x2) 0,511 0.714 (x3) 0,928 0.963 (x4) 0,538 0.733 (x5) 0,602 0.775 achmad mustofa et al. / international journal of active learning 4 (1) (2019) 5 table 3. latent variable correlation value variable atb nb pbc pkwr sn (x2) 1,000 (x5) 0,639 1,000 (x4) 0,566 0,615 1,000 (x1) 0,456 0,509 0,540 1,000 (x3) 0,514 0,462 0,455 0,305 1,000 the results show that the ave root value is greater than the ave value and shows that the correlation of the latent constructs in each variable is much better than the other variables. thus, discriminant validity has been met. evaluation of construct reliability value with reflective indicator in pls-sem uses two ways namely composite reliability and cronbach's alpha. reliability test serves as a proof of accuracy, consistency and determination of the instrument in measuring the construct.. table 4. nilai composite reliability dan cronbach’s alpha variable cronbach's alpha composite reliability (x1) 0,741 0,815 (x2) 0,746 0,814 (x3) 0,813 0,889 (x4) 0,782 0,834 (x5) 0,786 0,843 the conclusion of the reliability test that has been fulfilled because the value of composite reliability and cronbach's alpha shows the number> 0.70. thus, the variable instrument meets the reliability requirement that is in measuring the constructs is precise, consistent, and accurate. this research uses composite reliability for reliability test because it is better to estimate the internal consistency of a construct. analysis of the effect of mediation in the research model can be seen by looking at the regression of exogenous variables to the intervening variable and intervening variable regression results on the endogenous variables. if both regression results indicate an influence then the hypothesis conclusions indirect influence is positive and significant between exogenous variables to endogenous variables through intervening variables. table 5. indirect effect variable original sample (o) sample mean (m) standard deviation (stdev) t statistics (|o/stdev|) x1 -> x2 -> x5 0,160 0,171 0,040 4,012 x1 -> x3 -> x5 0,151 0,161 0,043 3,509 x1 -> x4 -> x5 0,032 0,033 0,026 1,220 achmad mustofa et al. / international journal of active learning 4 (1) (2019) 6 value of beta coefficient (original sample) and t-statistic value, then result of hypothesis test of research are as follows: the learning of craft and entrepreneurship have a possitive effect indirectly and significantly to entrepreneurship interest through attitude toward the behavior of the students. based on the test results show the value of coefficient beta (original sample) that is equal to 0.160 and t-statistic value 4,012 ≥ 1.96. thus, the hypothesis which states the learning of craft and entrepreneurship influence indirectly to entrepreneurship interest through attitude toward behavior of students is accepted. the learning of craft and entrepreneurship have a positive effect indirectly and insignificantly to entrepreneurship interest through students' subjective norms. based on the test results show the value of beta coefficient (original sample) that is equal to 0.032 and t-statistic value 1.220 ≤ 1.96. thus, the hypothesis that the learning of craft and entrepreneurship have an indirect effect on the entrepreneurship interest through the students' subjective norms is not accepted. the learning of craft and entrepreneurship have a possitive effect indirectly and significantly to entrepreneurship interest through perceived behavior control of students. based on the test results show the value of beta coefficient (original sample) that is equal to 0.151 and tstatistic value 3.509 ≥ 1.96. thus, the hypothesis which states the learning of craft and entrepreneurship influence indirectly to the entrepreneurship interest through perceived behavior control students is accepted. the structural model is evaluated by looking at the coefficient of determination (r^2) for each endogenous latent variable as the predictor force of the structural model. the coefficient of determination is presented in table 6. table 6. r square variable r square r square adjusted (x2) 0,208 0,203 (x5) 0,529 0,518 (x4) 0,292 0,288 (x3) 0,093 0,088 achmad mustofa et al. / international journal of active learning 4 (1) (2019) 7 the value of determination coefficient for attitude toward behavior variable of 20.8% can be explained by the variable of the learning of craft and entrepreneurship, the coefficient of determination for the subjective norm variable of 9.3% can be explained by the variable of the learning of craft and entrepreneurship, the coefficient of determination for the variable perceived behavior control of 29.2% can be explained by the variable of the learning of craft and entrepreneurship, and the value of determination coefficient for the entrepreneurship interest variable of 52.9% can be explained by atb, sn and pbc, where the rest is influenced by other variables not examined in this study. conclusion conclusion based on the results of data analysis obtained from testing structural model to determine the relationship between variables in this study that is the compatibility of some theories or the results of previous research by experts. however, not all hypotheses in this study are accepted or differed in view of the theory and results of previous research. the conclusions of the research results will be described as follows: the learning of craft and entrepreneurship influence indirectly to entrepreneurship interest through attitude toward the behavior of students. the results of the test descriptively with the value of the coefficient beta (original sample) that is equal to 0.160 indicates that the learning of craft and entrepreneurship has a positive prediction of entrepreneurship interest through attitude toward the behavior of students. so, when the learning of craft and entrepreneurship increases, will increase the interest of entrepreneurship through attitude toward the behavior of students. the value of tstatistic 4,012 ≥ 1.96 indicates that student entrepreneurship interest is significantly influenced by the learning of craft and entrepreneurship through attitude toward the behavior of students. the results of roxas, et al. (2008: 61-77) states that knowledge gained from formal entrepreneurship education programs will have a positive impact on individual entrepreneurial interests through the influence of attitude mediation toward the behavior of students. the conclusion that can be drawn is the learning of craft and entrepreneurship given in smkn 1 banyudono, smkn 1 boyolali and smkn 1 kemusu will be able to increase student entrepreneurship interest through attitude toward the behavior of students. the learning of craft and entrepreneurship influence indirectly to the interest of entrepreneurship through students' subjective norms. based on the results of the test descriptively with the value of coefficient beta (original sample) that is equal to 0.032 indicates that the learning of craft and entrepreneurship has positive predictive properties of entrepreneurship intent through subjective norms of students. thus, as the learning of craft and entrepreneurship increases, it will increase entrepreneurial interests through students' subjective norms. the value of t-statistic 1,220 ≤ 1.96 indicates that student entrepreneurship interest is not significantly influenced by the learning of craft and entrepreneurship through students' subjective norms. the results of this study there is a positive nature of the influence of the learning of craft and entrepreneurship physically to the interest of entrepreneurship through subjective norms. this means that the learning of craft and entrepreneurship that there will increase students' entrepreneurship interests through subjective norms, but still quite low because it is not significant. these results indicate that there is an indication that students' expectation on the mediation of subjective norms is higher than that of subjective norms that exist in students of smkn 1 banyudono, smkn 1 boyolali and smkn 1 kemusu. the result of direct influence of learning of craft and entrepreneurship toward subjective norms shows positive and significant influence. meanwhile, the direct effect of subjective norms on the interest of entrepreneurship shows a positive but not significant influence. thus, the analysis of mediation effects in this model is positive but not significant. the learning of craft and entrepreneurship influence indirectly to the interest of entrepreneurship through perceived behavior control students. based on the results of the test descriptively with the value of coefficient beta (original sample) that is equal to 0.151 indicates that the learning of craft and entrepreneurship has positive predictive properties of entrepreneurship achmad mustofa et al. / international journal of active learning 4 (1) (2019) 8 intent through perceived behavior control students. so, as the learning of craft and entrepreneurship increases, it will increase the interest of entrepreneurship through perceived behavior control students. the value of t-statistic 3,509 ≥ 1.96 indicates that student entrepreneurship interest is significantly influenced by the learning of craft and entrepreneurship through perceived behavior control of the students. the findings by kolvereid (1996: 47-57); guido et al (2011: 342-360) that attitudes, subjective norms and perceptions of behavioral control as antecedents of entrepreneurship interests. reinforced by roxas, et al. 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(2011). creativity and entrepreneurial interest in young people empirical insights from business school students. entrepreneurship and innovation, 12 (3), 189–199. 65 ijal 3 (2) (2018) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal review study of physical and cognitive activities in physics active learning: model of numbered heads together (nht) ramadhan valiant gill s. b.1, marmi sudarmi2, wahyu hari kristiyanto2 1, 2department of physics education, faculty of science and mathematics, universitas kristen satya wacana, indonesia 2study centre for education for science, technology, and mathematics (e-sistem) faculty of science and mathematics, universitas kristen satya wacana, indonesia info articles ___________________ history articles: received 30 november 2017 approved 11 march 2018 published 1 october 2018 ___________________ keywords: physical activity, cognitive activity, nht active learning, physics. _______________________ abstract ____________________________________________________________ this research aims to examine the proportion of physical activities and cognitive activities in the physics learning that using nht as a learning model. the research is descriptive qualitative. there are three samples used in this research. two of them are lesson plans. the other one is a video of physics learning that applicate nht model. the result shows that in sample 1 which is rpp 1 shows that proportion of physical activities and cognitive activities is 6.6% and 93.4% respectively, then in sample 2 which is rpp 2 shows that physical activities and cognitive activities proportion is 5.5% and 94.5% respectively, and the third sample which is the video shows that physical activities and cognitive activities proportion is 13.3% and 86.7% respectively. based on the considerable study of percentage that done in the rpp and the learning video shows that cognitive activities are more dominant than physical activities, this result is already accord with purpose of physics learning according to taxonomy bloom but this result also not accord with the basic idea of cooperative learning which is constructivism because in three sample student are not push to get the knowledge by their work. based on that research finding it is suggested that in the learning activity that using nht teacher use a drive questions so the cognitive activity in the learning can be accord with the target of basic idea from the nht which is constructivism how to cite ____________________________________________________________ b., r. v. g. s, sudarmi, m. & kristiyanto, w. h. (2018). review study of physical and cognitive activities in physics active learning: model of numbered heads together (nht). international journal of active learning, 3(2), 65-79. © 2018 universitas negeri semarang  address correspondence: diponegoro street no. 52-60, salatiga, 50711, central java, indonesia email: ramadhan7valiant@gmail.com; whkris@staff.uksw.edu p-issn 2528-505x ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 66 introduction the learning activity is a basic in humanity and that activity always on until the end of their life. this learning activity happens in automatic because it is a need and with learning human can comprehend and develop information that happens in the environment and the result from that learning can help human to produce works that benefit for humanity. learning happens because of the stimulus from the environment. human is a social creature that lives in a society form based on that, learning activity and teaching activity in society take form as an education program, by this program learning activity in society can be more systematic and can be monitored. one of this education programs is school education where there is a teacher as a facilitator and student as the creator of their knowledge. in the society, this education program arranged in the system call curriculum that is planning system and arranges system about the content and the material that is used as the manual for an educational institution for example school or university. an education system is a dynamic system that is always changing to make the system better. this changing or development can be caused by the environment or from inside of education systems itself. one of the inside caused of the changing is the changing paradigm from teacher centered to studentcentered learning (scl). in this scl active, creative, and independence are demand for student, based on that education expert make a various development in education method in class like instructional media, this media can be used as tools to activate student during the learning activities and according to kristiyanto (2017) the media also can activate the cognitive side of student, other development that expert make are invention of cooperative learning model this method based on social interaction of student as a respond to comprehend a knowledge trough a little group discussion, this model also based on the constructivism theory. cooperative learning model had many types, and one of it is numbered heads together (nht). in nht student will be divided into several groups usually 4 group, and then each group member will get a number in their head and teacher will call a student based on this number to answer a question. nht had four syntaxes which are numeration, giving a question, thinking together, and answering. application of nht in a learning process in school had been giving a good impact on student even in a matter that student thinks hard such as physics. parsiti (2016) showed that the use of nht model in the subject matter of parabolic and circle motion can improve students’ activities. in phase i, student activity is only 67.74% then in the phase ii student activities improve to 78.87%. siregar, f. a. (2012) also shows in her research that by using nht model in the learning with the subject matter is solid and liquid pressure the activities of student improve from 57.85% to 76.96%. the application of nht model in physics learning also can improve a good learning result for student and this is shows from the research that done by widodo (2011) and also mahrir (2016). the research that is shown before relating to nht model had been showed us a good result in the improvement of student activities, but that improvement is it already appropriate or proportional with the planning that had been made for example a teacher planning to improve a cognitive in a learning process by using nht model, but when nht applicate the result is physical activities are more dominant thank cognitive based on that problem this research aims to study and review the proportion of physical activities and cognitive activities in the learning process and also its appropriation with the learning planning that teachers make. this research can be taken as information, reference, and as the suggestion in using nht model. ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 67 methods the method that uses in this research is qualitative analysis with descriptive analysis. this research performs by collect a lesson plan (rpp) from teachers that use nht model in their learning and also by collecting video of application nht model. rpp that use in this research is specific to only in physics. some sample rpp use in this research as data is two and one video. data analyses were done by review and make a percentage the proportion of physical activities and cognitive activities in the rpp dan video that is already placed on a table. activities percentage was done in two parts in rpp that is in the indicator and the core activities. physical and cognitive activities corresponding assessment in the rpp did by comparing the percentage of physical activities and cognitive activities in the indicator of the percentage in the core activities. results and discussion rpp and video sample that is already reviewed is shown in table 1, 2, and 3. table 1 shows reviewed the result of physical and cognitive activities in sample 1 which is rpp 1 with learning material pressure. table 2 shows reviewed the result of physical and cognitive activities in sample 2 which is rpp 2 with learning material dynamic fluid. table 3 shows reviewed the result of physical and cognitive activities from learning video that applicant nht model in the learning material sound wave. table 1. review of physical and cognitive activities in rpp 1 with learning material pressure. syntax of nht activities description possibility of student activities conformity with indicator activities explanation cognitive physical phase 1: numbering • student guide by teacher to sit in a group then random numbering them student form a group no indicator that is corresponding to the activity √ cognitive: in making a group involve dominant cognitive activity a numbered hats pair by a student to each of their friend in their group no indicator that was corresponding to the activity √ cognitive: dominant brain activity involves in pair a numbered hats • teacher giving an explanation about the subconcept of pressure student pay attention to the teacher explanation no indicator that was corresponding to the activity √ cognitive: dominant brain activity involves when student pay attention in explanation student noted the information that gave by teacher no indicator that was corresponding to the activity √ cognitive: dominant brain activity involved when student ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 68 noted student processing the information from teacher no indicator that was corresponding to the activity √ cognitive: processing involves dominant brain activity • student ask by teacher to describe pressure student processing information to describe pressure no indicator that was corresponding to the activity √ cognitive: information processing involves dominant brain activity student describe pressure by speak this activity corresponds to indicator part describe pressure √ cognitive: dominant brain activity involves when student describe pressure • student ask by teacher to describe absolute pressure student processing information to describe absolute pressure no indicator that was corresponding to the activity √ cognitive: information processing involves dominant brain activity student describe absolute pressure by speak this activity is already correspond with the indicator part describing the meaning of absolute pressure √ cognitive: dominant brain activity involves when student describe absolute pressure phase 2: questioning • teacher distribute lks to each group student open the lks no indicator that was corresponding to the activity √ physical: open lks involve dominant hand muscle activity phase 3: thinking together • teacher guide student in work the lks student listen and pay attention teacher guide no indicator that was corresponding to the activity √ cognitive: dominant brain activity involves when student listen and pay attention to teacher guide student no indicator √ cognitive: ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 69 processing teacher guide that was corresponding to the activity processing teacher guide involve brain activity student processing problems in lks to solve no indicator that was corresponding to the activity √ cognitive: processing problem to solve involve brain activity • student by teacher guide identify and formulate the problem based on the experiment purpose that is in lks student listens to teacher guide no indicator that was corresponding to the activity √ cognitive: dominant brain activity involves listening activity student processing teacher guide no indicator that was corresponding to the activity √ cognitive: processing teacher guidance involve brain activity student identify and formulate the problems formulate problem activity is correspond with indicator in formulate problem √ cognitive: identify and formulate problems involve brain activity • teacher asks students to discuss for making a hypothesis before doing the experiment student planning the experiment using the guidance in lks no indicator that was corresponding with the activity √ cognitive: planning activity involves brain activity student make a hypothesis making hypothesis activity is correspond with indicator that is making hypothesis √ cognitive: making hypothesis involve dominant brain activity • teacher facilitate each group to identify variables in the experiment student identify and to change variables that involve the experiment student activity in identify variables is correspond with indicator identify quantities that √ cognitive: variable identification activity involve dominant brain activity ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 70 involve in the experiment student do the experiment no indicator that was corresponding to the activity √ physical: doing the experiment involve dominant physical activity student observe the experiment no indicator that was corresponding to the activity √ cognitive: observe activity involve dominant brain activity student noted the experiment results no indicator that was corresponding to the activity √ cognitive: noted the experimental results involve dominant brain activity • with the teacher monitor, student in each group arrange the experiment result in a table student write the experiment result into a table no indicator that was corresponding to the activity √ cognitive: write the experiment results into a table involve dominant brain activity teacher guide each group to analyze experiment data student listening and processing teacher guidance) no indicator that was corresponding to the activity √ cognitive: in listening and processing teacher guidance involve dominant brain activity student analyze data from experiment analysis activity by the student corresponds to indicator part analyzing experiment results √ cognitive: analysis activity involve dominant brain activity teacher guide student to student making a conclusion concluding is correspond √ cognitive: concluding ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 71 conclude the experiment results about hydrostatic pressure with indicator part conclusion involve dominant brain activity phase 4: answering teacher calls a number and the student with that number raise and answer the question that is in lks student processing the question from the lks to answer no indicator that was corresponding to the activity √ cognitive: processing question to answer involve dominant brain activity student write the answer from the question in the whiteboard no indicator that was corresponding to the activity √ cognitive: write the answer on whiteboard involve dominant brain activity teacher calls the same number with the student that answer the question to giving a comment student processing information for giving the comment no indicator that was corresponding to the activity √ cognitive: processing information involve dominant brain activity student giving the comment no indicator that was corresponding to the activity √ cognitive: commenting involving dominant brain activity ∑ 𝐶 = 28 ∑ 𝑃= 2 percentage of cognitive & physical activity based in the indicator. ∑cognivite activity = 6 ∑ physical activity = 3 % cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 6 6+3 × 100% = 6 9 × 100% = 66% % physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 3 6+3 × 100% = 3 9 × 100% = 33% percentage of physical and cognitive activity in the learning core activities that use nht model: % cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 28 28+2 × 100% = 28 30 × 100% = 0.933 × 100% = 93,4% % physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 2 28+2 × 100% = 2 30 × 100% = 0.066 × 100% = 6,6% the review proportion results in physical and cognitive activities for sample 1 in table 1 shows that the percentage of physical and cognitive activities in the learning core that use nht model is 6.6% ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 72 and 93.4% respectively. the percentage shows that in the applicate of nht model during learning activities student are more active in the cognitive than physical, and the indicator also shows that the dominant activities are cognitive than the physical activities which are 66% and 33% respectively, this show that lesson core with the using of nht model correspond with the indicator. table 2. review of physical and cognitive activities in rpp 2 with subject matter dynamic fluid syntax of nht activities description possibility of student activities conformity with indicator activities explanation cognitive physical phase 1: numbering • students form groups and receive numbered hats from teacher, then doing a discussion about dynamical fluid concept with the use of nht model students form groups no indicator that was corresponding to the activity √ cognitive: forms groups involve dominant brain activity student share and set the numbered hats no indicator that was corresponding to the activity √ physical: share and set the numbered hats involve dominant hands student discuss dynamical fluid no indicator that was corresponding to the activity √ cognitive: discussion activity involve dominant brain activity phase 2: questioning giving a question is form of group work sheet about the subject matter: find a few example of where the ideal fluid concept can be applicated in real life student read the questions on the work sheet no indicator that was corresponding to the activity √ cognitive: read involve dominant brain activity student processing information to answer the question on the work sheet no indicator that was corresponding to the activity √ cognitive: processing information involve dominant brain activity student in their group discussing the example of ideal fluid concept that can be applicated in real life no indicator that was corresponding to the activity √ cognitive: discussion activity involve dominant brain activity phase 3: thinking differentiate types of fluid student pay attention to no indicator that was √ cognitive: pay attention ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 73 together that is compressible, turbulence, stationer, and not thick fluid the teacher that explains the subject matter corresponding to the activity to involve dominant brain activity student processing information from teacher no indicator that was corresponding to the activity √ cognitive: processing information involve dominant brain activity student noted the information that teacher give no indicator that was corresponding to the activity √ cognitive: noted information from teacher involve dominant brain activity student asking about the turbulent fluid, stationer, and not thick fluid no indicator that was corresponding to the activity √ cognitive: asking teacher involve dominant brain activity determine the rate of flow a. q = v/δt b. q = (a v t)/t c. q = a •v student pay attention in teacher explanation no indicator that was corresponding to the activity √ cognitive: pay attention to involve dominant brain activity student processing teacher explanation no indicator that was corresponding to the activity √ cognitive: processing teacher explanation involve dominant brain activity student by teacher guide formulate the rate of flow student activity to formulate the rate of flow is has corresponded with indicator part formulate basic law of dynamic fluid √ cognitive: formulate the rate of flow involve dominant brain activity determine the fluid flow velocity 𝜌1 ∙ 𝐴1 ∙ 𝑣1 = 𝜌2 ∙ 𝐴2 ∙ 𝑣2 student pay attention to the teacher explanation no indicator that was corresponding to the activity √ cognitive: pay attention to involve dominant brain activity ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 74 and the comparison between fluid velocity with the cross-sectional area 𝑣1 𝑣2 = 𝐴2 𝐴1 student processing teacher explanation no indicator that was corresponding to the activity √ cognitive: processing explanation involve dominant brain activity student by teacher guide formulate the fluid flow velocity and the comparison between fluid flow velocity with crosssectional area equation student activity in formulating has corresponded with the indicator part formulate the basic law of dynamic fluid √ cognitive: formulate involve dominant brain activity phase 4: answering solve the questions remain question in the work sheet student read the remain question in work sheet no indicator that was corresponding to the activity √ cognitive: read involve dominant brain activity student processing information to answer the questions no indicator that was corresponding to the activity √ cognitive: processing information to answer the question involve dominant brain activity ∑ 𝐶 = 17 ∑ 𝑃 = 1 percentage of cognitive & physical activity based in the indicator. ∑cognivite activity = 2 ∑ physical activity = 0 % cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 2 2+0 × 100% = 2 2 × 100% = 100% % physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 2 2+2 × 100% = 2 2 × 100% = 0% percentage of physical and cognitive activity in the learning core activities that use nht model: % cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑝ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 17 17+1 × 100% = 17 18 × 100% = 0.944 × 100% = 94,5% % physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 3 15+3 × 100% = 3 18 × 100% = 0.055 × 100% = 5,5% ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 75 table 2 shows the proportion review of physical and cognitive activities in sample 2 which is rpp 2. physical and cognitive percentage in the learning core that using nht is 5.5% and 94.5% respectively, if this results compare with the percentage of physical and cognitive activities percentage in the indicator which is 0% for physical and 100% for cognitive it is show that there is corresponding wherein the indicator dominant activity is cognitive and in the learning core cognitive activity also the dominant one. physics are the knowledge that emphasizes conceptual understanding and mathematical calculation because of that it is more important in physics learning that the cognitive aspect is more emphasized. triatmono (2010) in his book says that as recorded in the taxonomy bloom that ipa learning can give cognitive knowledge as the main purpose of the learning. rpp that reviewed in table 1 and two had been fulfilled the physics learning principle based on the taxonomy bloom that is cognitive activity is more emphasized. active learning is based on the student-centered learning (scl) curriculum this concept is a result of the paradigm changing that is teacher center to student center learning. in the scl student are more emphasize to be active in the learning process, and also the student is accentuated to be autonomous in build a knowledge and concept of the subject matter during the learning activity. cooperative learning is based on the constructivism theory that says learning process has to be done with the purpose to guide student in find and make a various experience or even a new knowledge in order to fix, to complete, or develop the old knowledge that student has, it is shown that active learning and cooperative learning has a same role and purpose which is to activate the student. according to kristiyato (2016), active learning that is activate thingking can be done by using questions herding, the cognitive domination that shows in table 1 and 2 for sample rpp 1 and 2 is still in general form not specific and based on the constructivism theory that is the basic ideo of cooperative learning the cognitive dominance is not appropriate because of the lack questions herding that uses by teacher, it is important that teaher use this questions herding because by use it student can find the idea, knowledge, and even make a concept by their self. table 3. review of physical and cognitive activities in video that applicate nht model in physics learning with subject matter sound wave syntax of nht activities description observed student activities activity explanation cognitive physical fase 1: numbering a student separated by the teacher into six different groups where each group contain 4-5 student. teacher assign one student in each group to make a numbering for all of the members student pay attention to teacher guide and processing it √ cognitive: pay attention and processing information to involve dominant brain activity form a group √ cognitive: form a group involve dominant brain activity one student in each group share a numbered hats from teacher to the group member √ physical: share activity involve dominant physical hand movement ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 76 fase 2: questioning teacher share a handout of discussion sheet for all student student listening teacher guidance and processing it √ cognitive: listening and processing involve dominant brain activity student read the handout of discussion sheet √ cognitive: reading activity involve dominant brain activities student processing information/question that is on the discussion sheet √ cognitive: processing involves dominant brain activity fase 3: thinking together students discussing to answer the question on the discussion sheet student exchange an opinion √ cognitive: exchange opinions involve dominant brain activity student read the question in the question on the discussion sheet √ cognitive: read the question on the discussion sheet involve dominant brain activity student exchange opinion to examine each of their answers √ cognitive: exchange opinion and examine each answer involve dominant brain activity fase 4: answering in this activity student doing some game which is passing a ballpoint to the next friend while teacher playing a song, when the song stops the last student that holds the pen will stand up to answer a question and another student that has the same number will also stand to student pay attention to the teacher guidance √ cognitive: pay attention to teacher guidance involve dominant brain activity student processing teacher instruction √ cognitive: processing instruction involve dominant brain activities ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 77 comment on the answer student playing the passing pen game √ physical: playing passing pen game involve dominant physical activity student stand up and read the answer from the discussion result √ cognitive: read the answer involve dominant brain activity other students commentate the answer √ cognitive: to comment involve dominant brain activity student making a conclusion from the group's discussion result √ cognitive: making a conclusion involves dominant brain activity ∑ 𝐶 = 13 ∑ 𝑃 = 2 percentage of physical and cognitive activity in the learning core activities that use nht model: % cognitive = ∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑝ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 13 13+2 × 100% = 13 15 × 100% = 0.866 × 100% = 86,7% % physical = ∑ 𝑃ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 ∑ 𝑝ℎ𝑦𝑠𝑖𝑐𝑎𝑙 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 +∑ 𝐶𝑜𝑔𝑛𝑖𝑡𝑖𝑣𝑒 𝑎𝑐𝑡𝑖𝑣𝑖𝑡𝑦 × 100% = 2 13+2 × 100% = 2 15 × 100% = 0.133 × 100% = 13,3% review results of physical and cognitive activities from the learning video that applicant nht model with the subject matter sound wave in table 3 shows that the dominant activity is cognitive activity with percentage 86.7% while the physical activity is 13.3%. based on the purpose physics learning that is in taxonomi bloom the cognitive dominant is already fulfil that purpose, but in the concructivism the cognitive dominant is not appropriate because of the lack to push the student to find and make the knowledge, or concept by their work (priyambodo, 2017) this is shows in the activity description where student just follows the instruction to read, play, etc. the interaction between student and teacher where the teacher plays the role to guide the student to build the knowledge by their self is lack and also the question herding is not used at all only instruction order is apply. siswati, h. a. (2012) and rahono, d. (2014) showed that experiment and demonstration have significant effect when it uses in teaching activity. the subject matter about the sound wave also can be tech by using a demonstration or experiment this can help students to build the knowledge about the sound wave, but in the video, the student just orders to read the discussion sheet. each three sample in table 1, 2, and 3 show the same results in the dominant activity that is cognitive and in the sense of the corresponding to physics learning purpose in the taxonomy bloom the three sample also have the same results that are dominant cognitive activity dominant correspond with ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 78 that purpose, but this cognitive dominant is not correspond with constructivism theory that is the basis of nht model because the emphasizing lack of teacher in herd the student to discover and produce their knowledge based on the teacher guidance. conclusion based on the analysis and discussion about the review of physical and cognitive activities proportion for the three sample that is two rpp physics learning that use nht model and one video of the application nht model in the physis learning can conclude that physics and cognitive activities that happen is already corresponding with the purpose of physics learning that is recorded in the taxonomi bloom, but according to constructivism theory that is the basis of nht model the cognitive activity is not appropriate because in the constructivism student have to more active, creative, and independent in the learning process in order to fix, to complete, and to improve their knowledge that they already have, but in the research results show that student does not guide to discover, improve, and complete the knownedge in independent this is show with the lack of herd questions that used by teacher in order to herd the student to discover the knowledge in independent way. the results and discussion shows that there is a shortage of herd questions from the teacher in the physics learning activity that is use nht model whether it is in the rpp or video to activate the student to think independently in order to discover the knowledge, because of that it is suggested that teacher use herd questions in the learning activity when using nht model. reference agustina, k., kristiyanto, w.h. and noviandini, d., 2017. learning design of problem based learning model based on recommendations of sintax study and contents issues on physics impulse materials with experimental activities. international journal of active learning, 2(2), pp.68-81. gunawan, d., utanto, y., & maretta, y. a. 2017. an analysis on indonesian teachers’ reasoning in resolving moral dilemmas. man in india, 97(2), 829-841. kristiyanto, w.h. 2017. implementasi media pembelajaraan dalam pembelajaran aktif dengan pendekatan baru. prosiding seminar nasional alfa vii. semarang: universitas pgri semarang. kristiyanto, 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science education, 13(2). prastiti, w. 2016. penerapan pembelajaran kooperatif tipe numbered heads together (nht) pada materi gerak parabola dan gerak melingkar melalui kegiatan lesson study. jpf. vol. iv. no. 1. priyambodo, p., dan situmorang, r.p. 2017. antigen antibodi pembelajaran. yogyakarta: pustaka pelajar, 2017. rahono, d., sunarno, w., & cari. 2014. pembelajaran fisika dengan pendekatan problem solving melalui metode demonstrasi dan eksperimen untuk meningkatkan motivasi dan hasil belajar siswa. jurnal inkuiri. vol. 3 no. iii: 75-85 s. widodo, sukiswo s.e., putra n. m. d. 2011. penerapan pembelajaran kooperatif model numbered head together untuk meningkatkan hasil belajar siswa kelas vii smp pada pokok bahasan besaran dan pengukuran. jurnal pendidikan fisika indonesia 7: 42-46. ramadhan valiant gill s. b. et al., / international journal of active learning 3 (2) (2018) 79 sholihatin. 2011. penerapan active learning dengan model pengajaran terarah dalam meningkatkan prestasi belajar mata pelajaran ips kelas ii mi sunan ampel bangeran dawarblandong mojokerto. skripsi. siregar, f.a. 2012. pengaruh model kooperatif tipe nht terhadap hasil belajar siswa kelas viii smp negeri 18 medan. jurnal pendidikan fisika. vol 1. no. 1 siswati, h.a., sunarno, w., & suparmi, 2012. pembelajaran fisika berbasis masalah dengan menggunakan metode demonstrasi diskusi dan eksperiman ditinjau dari kemampuan verbal dan gaya belajar. jurnal inkuiri. vol. 1 no. 2: 132-141 trianto. 2010. model pembelajaran terpadu konsep, strategi, dan implementasinya dalam kurikulum tingkat satuan pendidikan (ktsp). jakarta: bumi aksara, 2010. utanto, y., sukirman, s. & maretta, y. a. 2017. surviving in the limitations: education implementation patterns in coast al communities. man in india, 97(10), pp.163-175. utanto, y., widhanarto, g. p., & maretta, y. a. 2017. a web-based portfolio model as the students’ final assignment: dealing with the development of higher education trend. in aip conference proceedings (vol. 1818, no. 1, p. 020063). aip publishing. 110 ijal 3 (2) (2018) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal ismi yohana, s sudarmin, sri wardani, siti norasikin binti mohyaddin jurusan kimia, fakultas matematika dan ilmu pengetahuan alam, universitas negeri semarang, indonesia info articles ___________________ history articles: received 29 january 2018 approved 11 june 2018 published 1 october 2018 ___________________ keywords: acid base; generic science skills profile; guided inquiry _______________________ abstract ____________________________________________________________ this research aims to find and identify the 4th level students’ science generic skill using guided inquiry learning in smk raja permaisuri bainun. this research method is descriptive qualitative method that explains the generic science skills indicators that have been studied through the data taken from the research then analyzed and summarized as research results. profile of generic science skills valuation indicates that the indicator of student observation on acid and base material is high with the average of 81. science generic skills of symbolic language are classified with average of 73, while logical consistency and inference indicator are classified as high with average of 67 and 85 respectively. overall, 4th generic science skills of smk raja permaisuri bainin on acid and base material in guided inquiry learning is high enough with the average of 76.5. the analysis of students' cognitive learning outcomes guided inquiry learning was obtained in average of 73 and it indicated a high level of achievement. furthermore, this result also indicated resources in the student's response to the guided inquiry learning that positively influences the students’ science generic skills. how to cite ____________________________________________________________ yohana, i., sudarmin, s. wardani, s. & mohyaddin, s. n. b. (2018). the generic science skill profile of fourth grade students on acid and base topic in guided inquiry learning model. international journal of active learning, 3(2), 110-116. © 2018 universitas negeri semarang  address correspondence: email: ismiyohana1@gmail.com p-issn 2528-505x ismi yohana et al. / international journal of active learning 3 (2) (2018) 111 introduction the world of education has been progressing and growing rapidly. development and these changes not only involve ideas and curriculum content but also the approach, principles and techniques of teaching and learning (vebrianto, 2012). the development of the education system in indonesia is now implementing the curriculum in 2013 as a reference implementation of education. curriculum 2013 aims to direct learners to master the four existing core competencies that are spiritual attitudes, social attitudes (affective), knowledge (cognitive), skills (psychomotor domains). the achievement of learning outcomes includes affective, cognitive and psychomotor that illustrates the quality of the balance between hard skills and soft skills (kusuma, 2013). the evaluation of learning kbsm (kurikulum bersepadu sekolah menengah) includes three components, namely components of cognitive (intellectual), affective (emotional and spiritual), and psychomotor (physical) (abdullah, 2015). in addition, students must also have the skills to be able to carry out special tasks relating to the behavior of cognitive, affective and psychomotor as well as possible (selvianti, 2013). learning chemistry is not only judged by the cognitive learning alone but it needs to develop skills in thinking and acting or commonly called as generic science skills. brotosiswojo (2001) stated that chemistry learning should be emphasized on generic science skills (gss) to be applied in resolving the problems of everyday life. as revealed by s sudarmin (2012) that a prerequisite for control of high-level thinking skills are science generic skills. generic science skills is a scientific thinking skills through observation, awareness of the scale, symbolic language, inference logic, the law of cause and effect, logical frame, logical consistency, modeling and abstraction. saptorini bailey (2008) reported that the basic capabilities known as generic skills is the ability of a general nature and oriented to a higher science, and can be applied to a wider job. based on the results of observations through interviews with the chemistry teacher in smk raja permaisuri bainun, it is known that in the acid-base materials learners have difficulty in distinguishing strong or weak acid and a strong base or weak. this relates to the generic science skills of logical consistency. learners are also difficult in interpreting the symbols and equations of chemical reactions associated with the symbolic language generic science skills. learners feel that chemistry is a difficult subject because the concept is complex and abstract. this can be seen in the results of students in studying chemistry, only a few children who gained score in very high category. so based on these, it known that teacher still need to develop basic skills or generic science learners. in chemistry learning, most of the chemical material can be associated and applied to phenomena that exist in everyday life. one of them is the acid-base, the presence of problems in everyday life that can be connected with this matter. in a study conducted greulich, et al, (2016) showed that learners may be interested in science class when the topic is being studied and relevance to daily life and practical work. according to the observation, it required a solution to explore the skills of learners. one model of learning that develops generic science skill learners is guided inquiry. inquiry learning model is a model of learning that gives students the chance to have a real experience and active learning. in this learning model students are trained how to solve problems and make decisions (rizal, 2014). student centered learning with guided inquiry learning to effectively improve student learning outcomes (yulianingsih & hadisaputro, 2013). students who apply inquiry learning could reach a value higher than traditional learning (abdi, 2014). therefore, the learning of chemistry can provide direct learning experiences through the use and development of process skills and scientific attitude (s sudarmin, 2012). it is suggested that teachers give emphasis to the activities centered on learners so that learners' thinking can grow so as to give opportunities to understanding the optimum concept (iksan, 2012). annisa (2016) with guided inquiry learning assisted vee diagram against science generic skills learners are able to improve learning outcomes and science generic skills. on anwar (2012) states that the design of worksheets students active learning-based cooperative showed the value of n-gain significantly to the improvement of science generic skills. science generic skills required students to learn various concepts and solve problems in materials science such as acids and bases. in acidic and alkaline materials ismi yohana et al. / international journal of active learning 3 (2) (2018) 112 learning generic skills develop observation skills, symbolic language, logical consistency and logic inference. based on this background, the problem in this research is how to profile science generic skills of students in the observation indicator, symbolic language, logical consistency and logic inference in guided inquiry learning. the purpose of this study was to determine the profile of science generic skills of students in the observation indicator, symbolic language, logical consistency and logic inference in guided inquiry learning. method this research method used is descriptive qualitative method. in this qualitative descriptive study, authors describe and explain the variables that have been studied through data drawn from the results of the study. data then be analyzed and drawn a conclusion as a result of research. descriptive research is generally conducted with the primary goal of systematically describe the facts and characteristics of the object or subject under study accurately (sapuroh, 2010). this research was conducted at smk raja permaisuri bainun in acidic and alkaline materials. the research subjects are learners level 4 miu and 4 rho numbering 33 which have been chosen using purposive sampling technique. stages in the study were divided into three stages, including preparation phase, the implementation phase, later stages of data analysis and conclusions. the preparation stage of research including preliminary studies, development of instruments such as observation sheets, about kgs test and validation of research instruments. the implementation stage of research is learning to do as much as 4 meetings. the third stage is the stage of data analysis research and summarizing. the data were collected using observation sheets, activity sheets learners, about the generic skills of science and documentation. the instrument is an objective matter. the study aimed at analyzing the profile of generic science skills of students based on the observation during the learning. observation sheet analysis aimed to determine the profile of generic science skills of learners. the results of the study was measured using the analysis score (wikhdah, 2015). percentage attainment of skills science generic using the formula according to purwanto (2012: 102) as follows: np = r sm × 100% remarks: np = the percentage of generic skills science r = scores of students in each item of generic skills science sm = maximum score on eachscience generic skill item results and discussion the result of this research consists of three types of key data collection includes science generic skills profile (1) observation, (2) the symbolic language, (3) the logical consistency and (4) inference logic. science generic skills are the basic skills needed to train students scientific work so as to produce students who are able to understand the concepts, solve problems, and other scientific activities, and be able to learn on their own to effectively and efficiently (rosidah, 2017). these generic skills measured on the results sheet science generic skills based on students' learning. recapitulation sheet averages obtained in generic skills for each indicator as shown in figure 1: ismi yohana et al. / international journal of active learning 3 (2) (2018) 113 figure 1. the average score of science generic skills every indicators the highest average score was 85 achieved by generic science skills on logical inference indicators with high achievement rates, while the lowest mean score was 67 on generic science skills of logical consistency. based on the data, the average science skill score of students is 76.5 which is high.the results of the analysis of every aspect of science generic skills as following: 1. profile of generic skills science observation indicators of observation in this study is the first activity namely directly observation discoloration of the sample solution with a natural indicator as a pointer using acidic or basic properties. the second activity is to use a measuring tool as an aid in the sense of measuring the ph or acidity level of acid-base using universal indicator. based on figure 1 the average science generic skills of observation is about 81. that observation indicators were obtained at the level of high achievement, as this skill is easy to implement basic skills learners, thus directly or indirectly they gain experience events observed. according brotosiswoyo (2001) generic skills of direct and indirect observations categorized easily mastered. the research is based on observation skills attainment in higher category and this is supported by the guided inquiry-based learning. learners are given the opportunity to seek and find order matters relating to their own observations and experiences. in line with the opinions s sudarmin (2015) science generic skills can be developed to provide a meaningful experience through problem solving and experimenting. learning based guided inquiry is an active learning where students are required to find answers to the allegations made of an issue to produce a concept. guided inquiry learning is done on the identification of acid-base observations by utilizing materials that were around the school environment. so that students better understand the material to be motivated to be more active in learning. (a) (b) figure 2. (a) experiment with universal indicators (b) experiment with natural indicators 0 10 20 30 40 50 60 70 80 90 logical consistency language symbolic observation logic inference 67 73 81 85 a v e ra g e s c o re g s s indicator ismi yohana et al. / international journal of active learning 3 (2) (2018) 114 learners do an acid-base identification experiment with universal indicators and natural indicators, then observe the results of the practicum performed. learners write down the results of the lab work they get. based on these experiences make students accustomed to find something new in solving the problem. so it can be said in the high achievement group and low able to perform better observations from other achievement groups. this means they already have generic science skills related to macroscopic and microscopic observations better after doing organic chemistry labs (s sudarmin, 2012). 2. generic skills profile language symbolic science according rimatusodik (2010), serves to illustrate the symbolic language of symbols in science learning, for example in identifying symbol elements, chemical equations, symbols for unidirectional reaction, the reaction equilibrium, resonance and others in learning chemistry. based on figure 1 the symbolic language occupies the third position in the percentage of science generic skills mean that is equal to 73. this means that with the average obtained in the symbolic language indicator is at the level of achievement of the medium, due in part learners are still experiencing difficulties in penning ionization equation and differentiate acid strong base and weak. in this aspect, the students are required to write the name of the acid, acid formulas, equations ionization reaction and acid groups. these results are consistent with research rosidah (2017) which states symbolic language science generic skills have the same average of 78.87 ranks three of the other indicators of science generic skills. these skills are very supportive as a communication language that states a symbol, a sign of the chemical symbol, term, the meaning of quantitative chemical equations, as well as the ability to read graphs, tables and diagrams (brotosiswojo, 2001). stages inquiry made is currently holding discussions analyzing the ionization reaction, determine the acidic and basic compounds of formula and knowing the difference powerful acid-base reaction and weak in water microscopically. therefore guided inquiry learning can develop generic skills symbolic language of science students in the category. 3. profile of generic skills science logical consistency skills logical consistency in teaching organic chemistry related to the physical data of some organic compounds as a pattern of logical consistency of structure (s sudarmin, 2012). indicators of logical consistency in this study is a reference to the nature of acids and bases with acidity strength that shows the pattern of logical consistency. on this indicator, the students are required to understand the power of acidity that can distinguish a weak acid and a strong base. classically seen in figure 1 the average science generic skills of logical consistency learners who obtained 67. that is, in the aspects of these skills learners in middle category because most learners are still lacking in determining the acidity strength and differentiate the strong base and a weak acid. indications of this study are consistent with sayak (2017) on practicum colligative properties amounted to 65.41% of logical consistency with the category enough. this can occur because of one of the weaknesses of this study which require a relatively longer time (slameto, 1995). may occur as well as science generic skills of logical consistency is one skill that is quite difficult to make a regularity that is easy to understand learners. active involvement of learners who can make the learning process more meaningful so that it can improve the understanding of the concept of the material being studied and can improve the character of learners (wardani, 2016). such learning makes it easier for students to think systematically according to the order of events and the regularity of phenomena (logical frameworks) so as to improve observing, analyzing and communicating skills (vebrianto, 2012). 4. profile skills generic science logic inference skillsinference logia is a required capability for solving the problem so as to empower students to be able to collect the responsibility for defining and analyzing the problem so that students are able to make a conclusion (matthew, 2011). the conclusions drawn can be either an explanation or interpretation of the results of an observation or study or in the form of conclusions on the new problems as a logical ismi yohana et al. / international journal of active learning 3 (2) (2018) 115 result of the conclusions or theories indicators of inference logic in this study are interesting conclusion after an experiment or observation of symptoms chemicals by the previous law , based on figure 1 the average science generic skills of logical inference learners obtained at 85. that is, in the aspects of these skills learners are at a high level of achievement. learners are required to make an explanation, solved the problem by trial and referral, and draw conclusions based on experiments related thereto classified learners able to carry it out properly. this is in line with research septiani (2013) the average value of the experimental class logic inference skills in the second praktium increase that is 4 to a high category. similarly, the study of logic inference risna indicator increased by 11.72%, this is because students are getting used to using the skills of thinking in solving problems. this concludes the activities can help students improve inference logic. this is consistent with the statement s sudarmin (2015) which states that the inference logic can be proved through chemical experiments, the activity of thinking in the activities conclude the experiment, summarizes the activities of important terms or concepts that can improve the inference logic. based on the results of the discussion related to the profile of generic science skills in the classical mean science generic skills of learners of 76.5 to a high category. this is related to the implementation of inquiry learning model that focuses on student learning and put the teacher as a facilitator, so that students will engage more actively in learning. this means that in learning chemistry at school is not enough to pay attention to cognitive aspects, but the affective aspect (scientific attitude) and psychomotor (performance) is also absolutely be considered can assist students in mastering the concepts and acquire scientific attitudes and life skills (rizal, 2014). friesen research (2012) which states that acquiring skills in an investigation is more important than merely producing a product or establishing an invention. in line with the research conducted by arrita (2011) and kiswanto et al. (2005) on guided inquiry learning model that can be improved its observation skills, symbolic language, performance, mastery of concepts, and scientific attitude. munawaroh & fatmaryanti (2016) has stated that there are effects of guided inquiry learning model application against a science generic skills of students. conclusion these results indicate that the profile of 4th level students’ science generic smk raja permaisuri bainun has average of 81 in observation skills. science generic skill in symbolic language indicator is obtained in average of 73. science generic skill of logical consistency is obtained in average of 67. amilan science generic on logic inference indicators obtained averages 85 with high criteria. references abdi, a., 2014. the effect of inquiry-based learning method on student’s academic achievement in science course. universal journal of educational research. 2(1): 37-41. abdullah, norazilawati. 2015. planning and implementation of school-based assessment (sba) among teachers. procedia-social and behavioral sciences. 211:247–254. doi.org/10.1016/j.sbspro.2015.11.031. annisa, nurul husna & s sudarmin. 2016. pengaruh pembelajaran guided inquiry berbantuan diagram vee terhadap keterampilan generik sains peserta didik. jurnal inovasi pendidikan kimia. 10(1): 1692-1701. arrita. 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(2017). an analysis on indonesian teachers’ reasoning in resolving moral dilemmas. man in india, 97(2), 829-841. huda, ajeng khusnul. 2015. pengaruh penerapan metode inkuiri terhadap kemampuan berpikir kritis dan hasil belajar siswa sma nu al-ma’ruf kudus. skrips. universitas negeri semarang. ismi yohana et al. / international journal of active learning 3 (2) (2018) 116 iksan, zanaton & esther gnanamalar sarojini daniel. 2012. penyoalan lisan guru dalam proses pengajaran bagi tajuk elektrokimia. jurnal pendidikan malaysia. 37(1): 57-67 iriany. 2009. model pembelajaran inkuiri laboratorium berbasis teknologi informasi pada konsep laju reaksi untuk meningkatkan keterampilan generik sains dan berpikir kreatif siswa sma. bandung: sekolah pasca sarjana upi. matthew, e. 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(2017). surviving in the limitations: education implementation patterns in coast al communities. man in india, 97(10), 163-175. utanto, y., widhanarto, g. p., & maretta, y. a. (2017, march). a web-based portfolio model as the students’ final assignment: dealing with the development of higher education trend. in aip conference proceedings (vol. 1818, no. 1, p. 020063). aip publishing. vebrianto, rian & kamisah osman. 2012. keberkesanan penggunaan pelbagai media pengajaran dalam meningkatkan kemahiran proses sains dalam kalangan pelajar. jurnal pendidikan malaysia. 37(1): 1-11. vebrianto, rian dan kamisah osman. 2012. keberkesanan penggunaan pelbagai media pengajaran dalam meningkatkan kemahiran proses sains dalam kalangan pelajar jurnal pendidikan malaysia. 37(1): 1-11 yulianingsih, u. & hadisaputro, s. 2013. keefektifan pendekatan student centered learning dengan inkuiri terbimbing untuk meningkatkan hasil belajar. chemistry in education. 2(2): 149-55. 50 ijal 2 (1) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal application of project based learning (pbl) model for materials of salt hydrolysis to encourage students' entrepreneurship behaviour carnawi, sudarmin, nanik wijayati department of chemistry, faculty of mathematics and natual sciences, universitas negeri semarang info articles ___________________ history articles: received 19 february 2017 approved 11 march 2017 published 1 april 2017 ___________________ keywords: etnosains; learning outcomes; project based learning; entrepreneurial attitude _______________________ abstract ____________________________________________________________ this research aims to understand the influence of the application of pjbl model etnosains charged to the student’s entrepreneurial attitudes and learning outcomes to the matterial hydrolysis salt using experimental research and quantitative method sampling was done using simple random sampling technique with research design using pretest-posttest control group design. entrepreneur attitude and learning outcome obtained using the research instrument which is consist of observation sheet, questionnaire, and question sheet. analysis of the growth of entrepreneurial attitude using score analysis with triple observation. gender influence to entrepreneurial attitude analized using uji beda t-test and the analysis of learning outcome using n-gain and score analysis. the research results show that (1) attitude entrepreneurial students experienced growth all these aspects on experimental group and aspects confident on control group; (2) no gender affect attitude entrepreneurial students; (3) the value n-gain on theexperimental group is 0,51 and for control group is 0.13 the criteria are. while learning outcomes psychomotor 3,45 criteria it is good to experimental group and 3,10 criteria good for control group. how to cite ____________________________________________________________ carnawi, sudarmin & wijayati, n. (2017). application of project based learning (pbl) model for materials of salt hydrolysis to encourage students' entrepreneurship behaviour. international journal of active learning, 2(1), 50-58. © 2017 universitas negeri semarang  address correspondence: gedung d6 lantai 2 kampus sekaran gunungpati semarang, 50229 e-mail: carnawi@students.unnes.ac.id p-issn 2528-505x carnawi et al. / international journal of active learning 2 (1) (2017) 51 introduction the 2013 curriculum has several aspects, including attitudes, knowledge, and skills (kemendikbud, 2016). aspects of knowledge includes learning outcomes, as for aspects of attitude and skills which can be associated with growing entrepreneurship in students’ attitudes. behavior-based learning and entrepreneurial-based entrepreneurship skills are essential to foster entrepreneurial attitudes and student learning outcomes. this is evidenced by the research with the results of classical learning completeness of 90.63%, n-gain of 0.6 at the level of medium achievement and percentage of student entrepreneurial interests 82.81% with ceriteria ‘began to grow’ in mts ma'arif nu 1 brebes (ria, 2016). implementation of the 2013 curriculum in fact there are still many who have not applied aspects of attitude, knowledge and skills. the condition can be seen from the unfinished lessons with entrepreneurial attitudes and learning skills based on the culture that surrounds (ethnosains). sma negeri 1 krangkeng indramayu regency is one of the schools that has not linked between the aspects of knowledge with ethnosains and aspects of entrepreneurial attitudes and skills. this situation can have an impact on increasing unemployment rate in indramayu regency caused by lack of entrepreneurial skill owned by indramayu community. data from the central bureau of statistics indramayu regency states the unemployment rate or unemployed 8.01% in 2014 and rose to 8.51% in 2015. increase is a problem that must be solved by applying pjbl learning charged with ethnosciences to reduce the number of unemployment in indramayu district (bps, 2015: 5). etnosains is the knowledge gained by the language and culture of a person who can be tested in truth and this can be innovated in science-based learning in the classroom (abonyi et al., 2014). the research of sudarmin (2014) in the field of ethnochemical research is divided into three ethnoscience studies that focus on culture, the environment, and a set of underlying principles to create, build events, and to gather individuals or people (sudarmin, 2014). penerapan etnosains dan kewirausahaan diikuti dengan materi hidrolisis garam. materi hidrolisis garam sangat penting karena berkaitan dengan etnosains yang ada di sekitar sma negrei 1 krangkeng indramayu. hidrolisis adalah reaksi penguraian garam oleh air atau reaksi antara kation dan atau anion dari garam dengan air. garam adalah senyawa elektrolit yang dihasilkan dari reaksi netralisasi antara asam dengan basa (permana, 2009: 132-133). application of ethnosains and entrepreneurship is followed by salt hydrolysis material. salt hydrolysis material is very important because it is associated with ethnosains that exist around sma negrei 1 krangkeng indramayu. hydrolysis is the reaction of the salt decomposition by water or the reaction between the cation and or anion of the salt with water. salt is an electrolyte compound resulting from a neutralization reaction between an acid and a base (permana, 2009: 132-133). teachers at state senior high school 1 krangkeng indramayu in the lesson have not implemented ethnoscience with salt hydrolysis materials to foster student entrepreneurial attitude. this is because there are still at least references owned by teachers. nancy's (2013) entrepreneurial attitude covers aspects of leadership, confidence, task-oriented, future-oriented, risk-taking, and integrity (nancy, 2013). etnosains and salt hydrolysis would be appropriate to instill entrepreneurial attitudes if it is applied using a learning based learning (pjbl) model supported by student worksheet (lks). lks can make students interact with teachers to solve the tasks that are in it, in addition lks facilitate teachers to monitor students’ work (choo at al., 2011: 519). retha’s research (2014) on pjbl strategy is an effective learning to improve student learning outcomes. this is reinforced by the average estimation test showing the cognitive learning outcomes of the experimental class which is greater than the control class of 78.51-82.29%. pjbl provides students with opportunities to learn and work together to solve problems and then present solutions. the result shows that the students are active in defining problems, problem solving, decision-makers, and actors in other investigations (rose and supreme, 2014). pjbl also gives students the opportunity to work on creating authentic projects, building collaboration, presentation, and communication skills (cho, 2013: 752). carnawi et al. / international journal of active learning 2 (1) (2017) 52 pjbl learning model containing ethnosciences is expected to grow entrepreneurial attitude, because each project contained in the lks requires students to be active entrepreneurship. this is because the learning model pjbl integrated with ethnosains end product in the form of utilization of traditional salt. therefore, the application of learning model pjbl hydrolyzed salt material integrated with ethnosains utilization of traditional salt is expected to grow student entrepreneurship attitude and student learning outcomes. problems in this research are: 1) how the influence of application of project based learning model (pjbl) material hydrolysis salt charged with ethnosciences to instill student’s entrepreneur attitude; 2) how the influence of sex on student entrepreneur attitude; 3) how is the influence of application of project based learning model (pjbl) hydrolyzed salt material containing ethnosains to student learning outcomes. the purpose of this research is to know: 1) how the influence of application of project based learning model (pjbl) material hydrolysis salt charged with ethnosciences to instill student entrepreneur attitude; 2) how the influence of sex on student entrepreneur attitude; 3) how is the influence of application of project based learning model (pjbl) hydrolyzed salt material containing ethnosains to student learning outcomes. methods the study was conducted in the grade ix mipa of state senior high school 1 krangkeng indramayu in february as in march of 2017. research population from ix mipa grade 1 up to ix mipa 5 with 185 students, consisting of 71 men and women 114 people. this study is an experimental study using quantitative methods. quantitative methods are methods with research data in the form of numbers and analysis using statistics. entrepreneurial attitude and learning outcomes are obtained using research instruments consisting of observation sheets, questionnaire sheets, and test-test instruments. sampling using simple random sampling technique. the independent variable in this research is the learning model. the pjbl learning model is loaded with ethnosciences in the experimental class and learning models of lectures and discussions on control classes. the control variables in this study are similarities in the teachers, the curriculum, the learning materials, and the learning time. dependent variable is student entrepreneur attitude and student learning outcomes. the research design used pretestposttest controle group design (sugiyono, 2015: 112-113). data collection methods use ethnosciences and entrepreneurial issues, observation sheets, questionnaires, and documentation. entrepreneurship attitudes are obtained through an observation sheet for later known by score analysis (wikhdah, 2015). results and discussion the data of the research conducted in the class consists of four main data types collected include cognitive learning outcomes, entrepreneurship observation, psychomotor observation, and questionnaire analysis. data is used to present the following four discussions the influence of pjbl models loaded ethnosists on cognitive learning outcomes based on the data analysis, there is a positive effect of learning using the pjbl model containing etnosains to students' cognitive learning outcomes. posttest data is known that the average of cognitive learning result of experiment class is bigger than control class, that is 61 and 29 respectively. hypothesis to know whether cognitive learning result by using pjbl model with etnosains loaded on experimental class is better than control class is used test difference of two average right-hand side or two parties. the formula used is non parametric t test (hendikawati, 2015). this is because the experimental class and control class have different variance where the count variance is greater than the variance of the table is 2.3836 and 1.94. the calculation results obtained t-count price of -1.14 while the price of t (0.95) (72) amounted to -1.99 <t <1.99 because t count smaller than the table so that ho different in the rejection carnawi et al. / international journal of active learning 2 (1) (2017) 53 region, it can be concluded that there is a difference in learning outcomes between the experimental class and the control class. hypothesis test to know the improvement of cognitive learning result or not on application of pjbl model charged used normalized gain (n-gain) test in both experiment and control class. the result of ngain result of students' cognitive learning achievement was 0,51 for experiment class with medium criterion and 0,13 for control class with low criterion, adjusted with n-gain value (sugiyono, 2015). the overall presentation of n-gain values for the experimental class is low 10.81%, medium 81.08%, and high 8.11%. the overall presentation of n-gain values for the control class is low 94.59%, moderate 5.41%, and high 0%, the data is the number of 37 students in each class. this can be seen in figure 1. the data of the research conducted in the class consists of four main data types collected include cognitive learning outcomes, entrepreneurship observation, psychomotor observation, and questionnaire analysis. data is used to present the following four discussions learning outcomes a) the influence of pjbl models loaded ethnosists on cognitive learning outcomes based on the data analysis, there is a positive effect of learning using the pjbl model containing etnosains to students' cognitive learning outcomes. posttest data is known that the average of cognitive learning result of experiment class is bigger than control class, that is 61 and 29 respectively. hypothesis to know whether cognitive learning result by using pjbl model with etnosains loaded on experimental class is better than control class is used test difference of two average right-hand side or two parties. the formula used is non parametric t test (hendikawati, 2015). this is because the experimental class and control class have different variance where the count variance is greater than the variance of the table is 2.3836 and 1.94. the calculation results obtained t-count price of -1.14 while the price of t (0.95) (72) amounted to -1.99 <t <1.99 because t count smaller than the table so that ho different in the rejection region, it can be concluded that there is a difference in learning outcomes between the experimental class and the control class. hypothesis test to know the improvement of cognitive learning result or not on application of pjbl model charged used normalized gain (n-gain) test in both experiment and control class. the result of ngain result of students' cognitive learning achievement was 0,51 for experiment class with medium criterion and 0,13 for control class with low criterion, adjusted with n-gain value (sugiyono, 2015). the overall presentation of n-gain values for the experimental class is low 10.81%, medium 81.08%, and high 8.11%. the overall presentation of n-gain values for the control class is low 94.59%, moderate 5.41%, and high 0%, the data is the number of 37 students in each class. this can be seen in figure 1. figure 1. graphics of improvement percentage of students’ cognitive learning results 0 20 40 60 80 100 low medium high p e rc e n ta g e o f le a rn in g r e su lt s axis title chart title series 1 series 2 carnawi et al. / international journal of active learning 2 (1) (2017) 54 the pjbl model is loaded with ethnosciences capable of attributing the interrelatedness between the material learned to the cultures that exist in everyday life, as well as exercising self-confidence, and the responsibility of the students towards the group's friends. according to sultan and zaki (2015) learning pjbl loaded culture can improve students' cognitive learning outcomes in english learning. the results showed that the application of chemistry learning with the model of pjbl loaded with ethnosains have a positive effect on students' cognitive learning outcomes. fitzsiomons and turner (2013) studies show that cognitive learning outcomes given the pjbl model strategy are significantly better when compared than not using the pjbl model strategy. previous research on the study of ethnochemical loads on improving cognitive learning outcomes was carried out by rosyidah (2013), nisa (2015), and mahendrani (2015) with the value of n-gain cognitive learning respectively 0.67 with moderate criteria, 0.65 with moderate criteria, and 0.5 with moderate criteria. research mursiti (2008) states that learning with chemo-entrepreneurship approach improves learning outcomes, this can be seen from the percentage of learning result completeness improvement of 12.5%, 87.5%, and 100%. the influence of the pjbl model emphasizes etnosains on the growth of student entrepreneurship attitudes the results of the analysis showed the students' psychomotor learning outcomes better than the control class. this is because the instructional model applied to the experimental class is different from the control class, ie the learning model of pjbl is charged with ethnosciences. so that the experimental class students can master the aspects of entrepreneurial attitudes observed. there are aspects that get the same criteria of discipline and hard work. both classes have a good sense of discipline and hard work in learning. this is presented in table 1. table 1. average of every aspect of students psychomotor learning outcomes. assessed aspect average of each aspect criteria experimental control experimental control confidence 3,52 3,05 very good good discipline and hard-working 3,30 3,12 good good hinest and independent 3,53 3,14 very good good the difference between the two classes is in the self-confident and honest and independent aspects. the difference occurs because the experimental class in the learning process is required to sell entrepreneurial products within the school environment. the experiential self-confidence aspect is better because students are shamelessly doing the product in the school environment. so the experiment class students are more confident than the control class. as for the honest and independent aspects seen in the process of returning the buyer back honestly and receive feedback or criticism from the buyer. psychomotor learning result of experiment class student has better result than control class. in line with previous research conducted by kanigola et al (2013) learning model pjbl can improve students' psychomotorics in lean six and six sigma courses. another research that is research about learning chemo-entrepeneurship approach to psychomotor learning result by supartono (2013) showed experimental class learning to get average value of psychomotor aspect both with percentage of 76,07% compared to control class. the influence of the pjbl model emphasizes etnosains on the growth of student entrepreneurship attitudes the result of the analysis shows the entrepreneur attitude of the experimental class students experiencing stronger growth than the control class. however, some aspects of growth are the numbers of carnawi et al. / international journal of active learning 2 (1) (2017) 55 self-confidence, leadership aspects, and the aspect of originality, but a stable growth in the self-confidence aspect. this both classes have a good confidence in learning. this can be seen in figures 2, 3 and 4. figure 2. graph showing the gowth of entrepreneurship attitude in the first observation figure 3. graph showing the gowth of entrepreneurship attitude in the observation 2 figure 4. graph showing the gowth of entrepreneurship attitude in the observation 2 explanation: 1. self-confidence 4. leadersh 1.5 1.55 1.6 1.65 1.7 1.75 1.8 1.85 1.9 1.95 1 2 3 4 5 6 s co re experimental control 0.00 0.50 1.00 1.50 2.00 2.50 3.00 1 2 3 4 5 6 n il a i sk o r eksperimen kontrol 0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 1 2 3 4 5 6 n il a i sk o r eksperimen kontrol score experimental control experimental control score carnawi et al. / international journal of active learning 2 (1) (2017) 56 2. task and result-oriented 3. risk taker 5. originality 6. future-oriented the differences between the two classes are in aspects 2, 3, and 6 that are task-oriented and results, risk-takers, and future-oriented. the difference occurs because the experimental class in the learning process is required to create entrepreneurial products by utilizing the culture around the school environment (ethnosains). analysis of aspects of entrepreneurial attitude can be seen images 2, 3 and 4. the products made are salted eggs, pickled mangoes, and salted fish. aspects of task-oriented and experimental class results are better because the products made by students are planned with the lks.sehingga the students experimental class orientation tasks and results better than the control class. as for the aspect of risk taker and oriented to the future seen in the learning process brave students in making decisions in the group and students are able to make the product well. students in the experimental class possess a task-oriented soul, results, risk-takers, and futureorientation are better than the control class. in line with the research of priyatno (2016) and khoerunnisa (2016), a study that developed a chemistry learning program with the aim of measuring attitudes of student entrepreneurship. rohayati research (2015) stated that the contribution of project learning to student entrepreneur attitude is proved by the difference of observation result between the two experimental classes and based on descriptive analysis of entrepreneurship questionnaire data, the average of experimental class i is 25,60 included in very good category. class experiment ii of 23.96 included in either category. the results of the study show that task-oriented growth and outcomes, risk-takers, and future-oriented are evident from project-based presentations and lessons learned. influence of sex on student entrepreneur attitudes the influence of sex on entrepreneur attitude was obtained from the questionnaire analysis by using different test of t-test using three stages: group statistics, independent sample test, and t-test test independent sample test (sukestiyarno, 2013). questionnaire was obtained by using purposive sampling method that is questionnaire spread not directly by way of drawing. questionnaires are disseminated in the experimental class, which aims to determine the effect of sex on entrepreneurial attitudes after being given treatment or application of the pjbl model is charged with ethnosciences. table test results of different t-test for group statistics analysis known the average attitudes of entrepreneur who analyzed from the questionnaire, male students of 84.67. while the average attitude of entrepreneurship of female students is 81.6. the results show that the average attitudes of entrepreneurship of male students and female students are different. in order to see the difference statistically it will be continued with the second analysis result that is independent sample test. the first stage, the test results of the test bedat-test independent samples f test with the population variance of both samples equal to 0.003 with p value or probability value of 0.957. so ho's conclusion is accepted because the probability value is 0.957> of 0.05 (α) means that the variance of entrepreneurship attitude of male students is not different from the variance of entrepreneurship attitude of female students of experimental class, the second stage of analysis is the analysis of different test result of t-test independent samples test assuming the population variance of the two samples is different. results t arithmetic shows 1.825 with probability value of 0.079. the value of p value is 0.079> from 0.05 (a). this indicates the attitude of entrepreneurship among students is not dominant to male students but also to female students. the analysis result of each aspect also shows that there is no significant difference of gender influence to student entrepreneur attitude. this indicates the attitude of entrepreneurship among students in class xi mipa 3 sma n 1 krangkeng not dominant to male students but also to female students. the analysis result of each aspect also shows that there is no significant difference of gender influence to student entrepreneur attitude. this happens because of equal treatment of both male and female students and the second factor of observation is that all classes of xi mipa get entrepreneurship carnawi et al. / international journal of active learning 2 (1) (2017) 57 subjects or entrepreneurship subjects are compulsory subjects for xi mipa students in sma n 1 krangkeng. in line with narendra's (2012) study on the relationship between gender variables, student job variables and parent job variables, to student entrepreneurial interest in the lubin school of business, pace university of new york. result of research indicate there is influence between job, job of parent to entrepreneur interest of student. varaibel sex of the result is no effect on student entrepreneurship attitude. damayanti's research (2013) states that there is no influence of sex on attitudes conclusion the result of the research proves that the application of pjbl model containing etnosains can cultivate entrepreneurial attitude in all aspects in the experimental class and the confidence aspect in the control class. gender does not affect student entrepreneur attitude, evidenced by different test result t-test no difference of value between male and female gender. the value of n-gain experimental class is 0.51 with medium criterion, while the control class is 0.13 with medium criterion. psychomotor learning result of experiment class 3,45 with very good criterion, for control class 3,10 with good criterion. references abonyi, okechukwu 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5.9%; 5.9% and 5.9%; that of book b is 41.2%; 17.6%; 0% and 11.8%; while that of book c is 58,8%; 0%; 11.8% and 11.8% respectively. the results of this study indicate that the mistake of the concept on the books is very fatal. therefore, the preparation of textbooks must meet the criteria of instructional materials according to bsnp covering four aspects, namely content, language, graphics and serving content (techniques, materials, and learning). how to cite ____________________________________________________________ pangestika, a. & widyaningrum, t. (2018). identifying conceptual mistakes on sma teaching books in materials of imune system for eleventh graders. international journal of active learning, 3(2). © 2018 universitas negeri semarang  address correspondence: kampus iii, jl. prof. dr. soepomo, sh, yogyakarta, 55164 indonesia e-mail: apriliapangestika.com p-issn 2528-505x aprilia pangestika, trianik widyaningrum / international journal of active learning 3 (2) (2018) 51 introduction advancement of science and technology (science and technology) increasingly supports the development of the era. this has brought many positive impacts, especially in education. educators are increasingly facilitated by creating sophisticated tools to support the learning process. in line with this, they also can access any information anytime and anywhere easily. however, this does not necessarily mean that the national education minister's decree no. 11 year 2005 article 1 concerning the textbooks of the text explains that: textbooks are the compulsory reference books for use in schools containing learning materials in the context of improving faith and piety, character and personality, ability of mastery of science and technology, sensitivity and aesthetic ability, physical and health potential compiled based on national standard of education. as a compulsory textbook, reference books greatly affect educational success of learners. therefore, the issuance of textbooks must meet eligibility requirements and through the assessment process by the boards of national education standards. this is especially important because it is in accordance with nusantari's opinion (2011: 72-73) which reveals that textbooks are usually composed by a team of teachers or lecturers using different source books, so the quality is also different. in addition, textbooks must also adjust to the latest developments in science and technology. although before being published, the textbook has been passed through the assessment process by the board of national education standards and is deemed to have eligibility. this does not guarantee that the textbook does not have a misconception of the material. as for the initial identification with the criterion of standard mistake of concept which refers to dikmenli (2009) and hersey (2004) using reference book among others are campbell (2004), guyton (1990) and l. carlos junqueira (1997) on material content in high school textbooks, this misconception can be found in the most widely used biology textbooks in yogyakarta, namely erlangga, yudhistira, and grasindo textbooks, especially on immune system material and in terms of content, grammar, and also images that are lacking describing the authenticity of the object in the material. one example in erlangga's biology textbook is that it does not present the concept of immunization; in yudhistira's book, the aspect of the definition of antibodies is too broad compared to that of the curriculum; while grasindo's biology textbook defines immunity, not the immunity system, like the ability to survive and fight against all kinds of organisms and toxins that can damage cells, tissues, or organs of the body. in addition, according to kholifah et al. (2015: 14) in his research, the findings revealed that the students have difficulty in understanding the concept, one of which is because the immune system material presented contains conceptual mistakes. biology textbooks especially on immune system materials that present the correct concept in the perspective of the experts explain the concept of the light and thoroughly support the understanding of student concepts. in contrast, biological textbooks on immune system material that contain conceptual mistakes will precisely bring different interpretations to students who are inconsistent with the scientific concepts conveyed by experts. this will have an impact on the emergence of misconceptions. in the world of education today, misconceptions in the field of science have become the center of attention of educational experts because misconceptions have occurred in various countries and widened to various subjects (novak, 1987) (saraswati, 2014: 22). the misconception is a concept that is not by the concept recognized by experts or also called the concept of alternative (suparno, 2005: 8) (hafizah 2014: 100). according to puspitasari (2009) and mentari (2014: 77), misconceptions that occur in students will impact on students' understanding of the next material. a similar opinion is expressed by setiawati (2014: 22) stating that if misconceptions occur in the student, they tend to be sedentary and difficult to change and will affect the next learning process. aprilia pangestika, trianik widyaningrum / international journal of active learning 3 (2) (2018) 52 methods type of research used in this research is evaluation research. evaluation research is a design or procedure in collecting and analyzing data systematically to determine the benefits of the educational practice. evaluative research is needed to design, refine, and test the implementation of practice (sukmadinata, 2009: 121). in this study, the gap between the real conditions and the expectations conditions expressed in the criteria that are sought. based on the gap, the findings revealed a picture whether the object under study is appropriate, less appropriate or not in accordance with the criteria. this evaluation research is done by identifying the mistake of immune system concept in high school biology textbook of class xi then presents its contents in the form of percentage diagram and describes it descriptively. this research was conducted by classifying the material concepts of immune system in the textbooks of high school textbooks for class xi namely erlangga, yudhistira, and grasindo using the fifth edition, the third volume by campbell, et al (2004); basic histology of the 8th edition by junqueira, et al (1997) and the book entitled human physiology and treatment mechanism of guyton's iii edition of illusions (1997) and several journals commonly used as an international reference to the criterion of concept criteria according to dikmenli (2009) and hersey ( 2004) covering oversimplivications (os), overgeneralizations (og), obsolete concepts and terms (oct), undergeneralizations (ug), and misidentifications (mi); and spelling mistakes and feasibility of textbooks according to bsnp standard. the data collection technique used is documentary study. documentary study (documentary study) is a technique of collecting data by collecting and analyzing documents, both written documents and unwritten documents such as pictures and electronics (sukmadinata, 2013: 221-222). the steps in data collection are as follows: 1. determining the biology textbook for eleventh graders of senior high school which is mostly used in schools in yogyakarta. based on the results of the survey that refers to the journal and conducted interviews on students and senior high school teachers of class xi in yogyakarta, it is known that the books used are from some publishers namely erlangga (a), yudhistira (b), and grasindo (c ). 2. determining the standards used to analyze conceptual mistakes in textbooks. the standard used is a standard that refers to the standard of conceptual mistake criteria according to dikmenli (2009) and hersey (2004) and the feasibility of textbooks according to the standards of bsnp. 3. determining the standards used to analyze conceptual mistakes in textbooks. the standards used are criteria of conceptual mistake according to dikmenli (2009) and hersey (2004) and the feasibility of textbooks according to the standards of bsnp. 4. developing a research instrument containing the concept of the material in textbooks (in the form of text, pictures and tables), concepts according to reference books and journals (literature), the concept of mistake category which refers to the standard of concept mistake criteria according to dikmenli (2009) and hersey (2004 ). table 1. design of data sheet of conceptual mistake identification no concept of the teachin g book criteria for conceptual mistakes evidence of conceptua l mistakes os og oct ug mi 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 etc aprilia pangestika, trianik widyaningrum / international journal of active learning 3 (2) (2018) 53 5. conducting instrument validity and content review with expert lecturers from education (for instruments) and scientific fields (for content) to obtain the accuracy of the instrument. 6. performing document analysis (from the validated instrument) to obtain evidence of conceptual mistakes by using data sheet of misconception analysis. 7. conducting validation of research results with expert lecturers in the field of science. 8. perform tabulation of data by calculating the percentage in each category of misconception based on calculation (utami, 2013: 6) in each textbook as follows: k = x 100% note: k = conceptual mistakes nks = number of conceptual mistakes nk = number of all mistakes data analysis technique used in this research is quantitative descriptive analysis. this analysis was conducted to illustrate or reveal biological misconceptions in immune system material contained in textbooks and the magnitude of misconceptions in the book by calculating the percentage of their misconceptions. result and discussion based on the research that has been done, the results obtained tabulation data of identification of conceptual mistakes in biology textbook of senior high school for class xi about the immune system. the results are presented as follows: table 2. tabulasi kesalahan konsep buku ajar biologi sma kelas xi materi sistem imun keterangan: a : buku ajar biologi sma kelas xi terbitan erlangga b : buku ajar biologi sma kelas xi terbitan yudhistira c : buku ajar biologi sma kelas xi terbitan grasindo os : oversimplifications og : overgeneralizations oct : obsolete concepts and terms ug : undergeneralizations mi : misidentifications σ (%) : jumlah total kesalahan konsep dalam % information: os : oversimplifications ug :undergeneralization og :overgeneralizations mi :misidentification oct :obsolete concepts and terms buku kategori kesalahan konsep jumlah kesalahan konsep (%) σ (%) os og oct ug mi os og oct ug mi 4 1 1 1 23,5 5,9 0 5,9 5,9 41,2 7 3 2 41,2 17,6 0 0 11,8 70,6 10 2 2 58,8 0 0 11,8 11,8 82,4 aprilia pangestika, trianik widyaningrum / international journal of active learning 3 (2) (2018) 54 table 2. describes the results of the tabulation of conceptual mistakes data in biology textbook of senior high school for class xi about immune system especially on books published by erlangga, yudhistira, and grasindo. based on the table, it is known that the book c is identified as the book that contains the most mistakes of the concept of category oversimplifications with ten aspects (58.8%). while book a and b were identified to contain the concept of this category mistake as many as four aspects (23,5%) and seven aspects (41,2%). book b is the most widely identified as the book containing the overgeneralizations category concepts as many as three aspects (17.6%), book a contains one aspect (5.9%) with the conceptual mistake of this category, while book c does not contain mistakes of the concept of this category (0%). the unidentified a, b and c books contain the conceptual mistakes of the obsolete concepts and terms category (the percentage of each is 0%). book c has been identified as the most misunderstood concept of undergeneralizations category (2) (11.8%), book a has been identified to contain one concept aspect mistake (5.9%), while book b is not identified to contain the conceptual mistake of this category (0%). books b and c are identified as the most misidentified concept of misidentifications categories, i.e. 2 (11.8%), while book a is identified to contain conceptual mistakes for category misidentification as many as one aspect (5,9%). to more easily see the percentage of each category of conceptual mistakes in the book studied, then the percentage mistake concept is made in the form of graphs as follows: figure 1. graph of percentage of mistake categories of concepts in textbooks notes : a : teaching book for erlangga os : oversimplifications b : teaching book for yudhistira og : overgeneralizations c : teaching book for grasindo oct : obsolete concepts and terms ug : undergeneralizations mi : misidentifications from the total number of conceptual mistakes, book c is identified as the most common book containing the conceptual mistake as much as 82.4%, the second one is book b that is as much as 70.6%, while the last one is book a with the conceptual mistake as much as 41,2 %. to more easily see the percentage of total conceptual mistakes in the textbook, then the percentage is also made in graph form as follows: 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% a b c os og oct ug mi 23.5% 5.9% 0% 5.9% 5.9% 41.2% 58.8% 0% 0% 0% 0% 17.6% 11.8% 11.8% 11.8% aprilia pangestika, trianik widyaningrum / international journal of active learning 3 (2) (2018) 55 figure 2. graph of percentage of total conceptual mistakes in textbooks notes: a : teaching book by erlangga b : teaching book by yudhistira c : teaching book by grasindo based on the total mistakes of the concept identified in each book, it is known that book c is the book with the highest number of conceptual mistakes that is with the percentage of conceptual mistakes as much as 82.4%. the second is a book b with a percentage of conceptual mistakes of 70.6%. the last one is book a with a percentage of conceptual mistake of 41.2%. basically, conceptual mistakes of category oversimplifications, overgeneralizations, and undergeneralizations are not a total misconception as to which concept is expressed by scientists. but the concept can affect students' understanding of the wholeness and correctness of the concept. therefore the concept should be expressed properly, both according to the level of education, according to the concepts conveyed by experts, as well as according to the applicable curriculum. book c as the book with the largest number of conceptual mistake, is known to present the immune system material as sub-material. many aspects of the immune system material are not fully described and presented in the book. there are also aspects presented outside sub material but still in one material. this aspect is elaborated with a different explanation / meaning than the translation of the term according to the experts on the immune system material. the book-making factor which is not based on the standard of the curriculum content makes the conceptual mistake in this book quite fatal, especially with the percentage of conceptual mistake which reaches 82.4 %. therefore the action should be done not only the improvement of the concept as a whole but also needs to be withdrawn so that the book is no longer used as a reference book in student learning so that this can reduce the risk of misconception in students. book b as the book with the largest number of conceptual mistake after book c, presents immune system material as sub chapters. this book presents many interesting pictures that can help the students in understanding the concept. however, almost all the images presented on the immune system material are images that do not fit the concept of education for high school students of class xi. moreover, some aspects of immune system material are not fully explained, and some are not presented in the book. the book-making factor adapted to the 2006 isi standards curriculum (ktsp) makes this book contains fewer conceptual mistakes than book c, with a percentage of 70.6%. therefore the action that must be done is the withdrawal of the book for the improvement of the content on some aspects. book a as a book with the fewest conceptual mistakes in this study is the same as book b, which presents the immune system material as a sub chapter. this book presents many concepts according to the experts. however, in some aspects, the concept is described not according to the concept according to the expert. as in book b, the book compilation factor adapted to the isi standards of the 2006 curriculum (ktsp) makes this book contains conceptual mistakes the least. therefore the action that must be done is 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% a b c 41.2% 82.4% 70.6% aprilia pangestika, trianik widyaningrum / international journal of active learning 3 (2) (2018) 56 simply done a review of the concept while the teaching-learning process is underway so that students can avoid the mistakes of the concept contained in the book. the results of this study are in line with the results of research revealed by kholifah, et al. (2015, 14) in the journal: material specific and non-specific body defense mechanisms and antibody functional and antibody functionaries are proven by a low percentage of conceptual conception. in addition, the results of the analysis also showed that the material which is not understood by the students is the material of the body's defense mechanisms, antigens and antibodies and the impact of the weak immune system. students have difficulty in understanding the concept because the immune system material presented contains a conceptual mistakes. the material of immune system in the textbook should be based on the criteria of instructional materials according to bsnp covering four aspects, namely the feasibility of content, language, graphics and presentation (technique, material and learning) and based on the principles as expressed by susilo (2009) relevant (appropriateness), consistency and adequacy (adequacy). the relevant principle of the immune system material means the material is prepared based on the message of the educational curriculum and adapted to the intellectual development of the target students. the principle of consistency in immune system material means the material is presented in accordance with the number of aspects that exist in the immune system material as listed in appendix 1, while the principle of adequacy in the immune system material means that the material presents all the concepts on every aspect that becomes the indicator of the complete competency standard no less and not too excessive. conclusion based on the results of research misconceptions in textbooks biology sma xi class, especially on immune system material that has been done, it can be formulated conclusion as follows: 1. mistakes of the concepts contained in the textbook of biology for senior high school class xi about the immune system in this study includes four categories: oversimplifications, overgeneralizations, undergeneralizations, and misidentifications. 2. the percentage of immune system concept mistake in books a, b, and c in the oversimplifications category were 23.5%, 41.2% and 58.8%, respectively; overgeneralizations categories are as follows: 5.9%, 17.6% and 0%; undergeneralizations categories are as follows: 5.9%, 0%, and 11.8%; and misidentifications categories were: 5.9%, 11.8% and 11.8%, respectively. based on the results of research that has been done, suggestions can be given as follows: 1. the need for similar research on all textbooks to prevent and overcome misconceptions among learners. 2. 2. teachers need to direct students to choose a quality textbook, compiled based on the latest curriculum and contains materials appropriate to the level of education. as well as before the teaching-learning process takes place, the teacher must read the book that students use for the ongoing process of teaching and learn teachers can immediately correct the mistakes of the concept contained in the book that students use as a handbook. 3. for writers who want to write a book, it is expected to always update the information and use quality reference books. 4. for publishers, it is necessary to provide experts from each field to check on each book to be published. good for grammatical checking in writing, book content, pictures presented, and examples of the problem. aprilia pangestika, trianik widyaningrum / international journal of active learning 3 (2) (2018) 57 5. for the government, it is necessary to call for strict rules for all learners, educators, librarians, or booksellers to no longer use, store or sell books that have been identified to contain conceptual mistakes to prevent misconceptions among learners. reference campbell, neil. a, dkk. 2004. biologi. edisi kelima jilid 3. jakarta: erlangga. dikmenli, musa., cardak, osman., dan oztas, f. 2009. “conceptual problems in biology-related topics in primary science and technology textbooks in turkey”. international journal of environmental and science education. 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sma di kotamadya yogyakarta”. jurnal pendidikan sains. vol.2 no.3. http://www.ijese.com/ijese_v4n4_dikmenli.pdf http://www.actionbioscience.org/education/hershey.html http://jurnal.fkip.uns.ac.id/index.php/pdg/article/view/7329 http://ejournal.undiksha.ac.id/index.php/jjpk/article/view/3975 http://jurnal.fkip.uns.ac.id/index.php/biologi/article/view/880 http://jurnal.unmas.ac.id/index.php/bakti/article/view/65/41 45 ijal 4 (1) (2019) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal marheni dharyadi siwi  siswandari, gunarhadi master in economics education, universitas sebelas maret, indonesia info articles ___________________ history articles: received 8 july 2018 approved 11 august 2018 published 1 april 2019 ___________________ keywords: leadership of the principle, motivation, work climate, performance _______________________ abstract ____________________________________________________________ this research aims to find out and to analyze the correlation between leadership of the priciple, motivation and work climate with the performance of high school economics teachers in karanganyar regency either partially or simultaneously. this research was conducted on the high school economics teachers in karanganyar regency. the population of this research is all of high school economics teachers in karanganyar regency as much as 38 teachers and also become sample research. analysis methods used in this research is double linear regression method. the results showed that leadership significantly to the performance of economics teachers on coefficient 0,322 and sig = 0,037. it means that the leaders’ role creates the better economics teachers’ performance. motivation related significantly to the teachers’ performance on coefficient 0,403 and sig = 0,025. this means that good motivation influence of the teachers’ performance well. work climate related significantly to the economics teachers’ performance on coefficient 0,452 and sig = 0,30. furthermore, the better work climate affects the economics teachers’ performance will be better. how to cite ____________________________________________________________ siwi, m. d., siswandari, & gunarhadi. (2019). the correlation between leadership, motivation, work climate and high economic teachers’ performance in karanganyar regency. international journal of active learning, 4(1), 45-58.  address correspondence: email: marhenisiwi@gmail.com p-issn 2528-505x e-issn 2615-6377 marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 46 introduction the success of education in a school can not be separated from the effectiveness of teacher performance in the school. performance of teachers interpreted as a result of teacher work that can be seen in quality and quantity in performing duties and responsibilities. performance is influenced by factors such as professionalism in work, work discipline, work environment, leadership, job design, administration, payroll, means of infrastructure, work motivation and supervision. the quality of teacher performance is stated in the regulation of the minister of national education of the republic of indonesia number 16 of 2007 on teacher competency standards developed intact from the four main competencies namely pedagogic competence, personality, social and professional. the fourth competency integrated in teacher performance. however, it is very apprehensive from the results of early competency test (uka) teachers before getting a professional certificate conducted on 275,768 teachers nationally, from the weight of the score 100 was the lowest score of the test results is 1 and the average score is 42.25. this means that the national average of teacher competence is still far below 50, or half of the ideal. approximately 80-90 thousand people are at intervals of 35-40. while the average national teacher competence test (ukg) at the national level is only 53.02 from the average target value 55. while aljazeera released the results of his research that only about 51% of teachers who teach in indonesia who have the competence of teaching well and professional (http//www.aljazeera.com.programmes/101east/2 013/02/201321965257154992.html) the circumstances of high school economics teachers in karanganyar regency also indicate a problem with their performance. observations conducted in the field show the fact that many teachers have not prepared the complete learning tool, such as ignoring presences, not making latticework questions, and not analyzing learning outcomes. this indicates the motivation of work and awareness of responsibility for the task is still low which impact on performance that is less good. hasibuan (2015, p.94) states that performance or work performance is a result of work achieved by a person in carrying out tasks assigned to him based on his skills, experience, and sincerity and time. similarly, according to dewi (2015, p.25) performance is defined as the work that can be seen in quality and quantity when a person performs the tasks that are his responsibility. the performance of teachers is said to be good if able to implement the learning according to the planned targets, discipline in work, have integrity and high discipline, capable of updating in learning, creative and innovative and so forth. leadership is one of the important dimensions of school productivity. hoy & miskel (2014, p.636) broadly define leadership as a social process with individuals or groups affecting common goals, widespread leadership in organ organizations formally and informally and has a rational, social and emotional basis. leadership is a human factor that binds a group together and gives it a motivation toward a certain goal both short and long term (danim, 2012,p.18). the role of a leader in the highest management is on the performance of employees by providing good motivation to work then realized the improvement of positive employee’s performance (zameer et al.,2014,p.298). the principal should be responsible for the management of micro education, i.e. the stages that discuss the teaching and learning process and the teacher as the main manager of education. this is in accordance with mulyasa's opinion (2015, p.5) that in the process dynamic quality interaction between school principals, teachers, administrators and learners plays a very important role, especially in the adjustment of various school activities to the demands of globalization, community change, technology and demands of the situation, condition, and environment. all of them are very demanding the competence and professionalism of the principal, to enable the creation of quality work. handayani & rasyid (2015, p.265) also argues that the professional quality of teachers is largely determined by the quality of the principal's leadership. as teacher professionals have a different work motivation between teachers with one another. this difference in motivation to produce marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 47 will result in different performance. motivation is the driving force and willingness to work in achieving success (wahyudi et al., 2012, p.4). motivation of work is the process of stimulating one's self in working to achieve the goal (hutabarat, 2015, p.297). improving employee performance that shows the value of satisfaction is the result of motivating a leader (ibrahim, 2015, p.1234). motivation gives positive impact to minimize the ineffectiveness of an organization (olusadum & anulika, 2018, p. 63). low motivation is one of the causes of low teacher performance. the performance of the teacher is influenced by the condition of his soul, and otherwise his soul will influence him in teaching (bungawati, 2016, p.2). in order to get work performance teachers must have high motivation commitment in wrestling profession as a teacher. in order to optimum working motivation to know the factors driving the growth of motivation. these factors include internal factors that are sourced from within individuals and externally sourced from outside the individual. internal factors include, interest in work, talent, attitude, satisfaction, experience, job perception while external factors such as payroll, supervision, regulation, work environment and leadership. the work climate that exists in an environment is crucial to the success of the worker's activity. the school climate consists of two components, namely the social environment and the physical environment (sahney, 2016, p.948). treputtharata & tayiam, (2013, p.997) argues that the school climate is important because it can achieve more satisfying performance and more efficient work. others argue that the school climate is the quality of the school environment experienced by participants (administrators, teachers, pupils) and their interplay in teaching and achieving school goals (pashiardis, 2000, p.224). haynes, et.al., in hoffman (2009, p.2) defines the school climate as the quality and consistency of personal interactions within the school community that affect cognitive, social, and psychological development of children. according to litwin & stringer in gunbayi (2007, p.1), the school climate is defined varied by experts as a result of subjective perceptions of the formal system, principal leadership style and other important environmental factors that influence the attitudes, beliefs, values and motivations of the individuals in the school. while wenzkaff in cherubini (2008, p.40) argues that the school climate informs about the atmosphere in the classroom, faculty room, office, and every angle in the school. oluwakemi & olanrewaju (2014, p.203) suggests that school climate mediates the relationship between teacher performance and behavior. working climate that supports the smoothness of duties and responsibilities in schools is needed by teachers. this is in line with haryani's (2017, p.86) conclusion that the school organization climate has a positive and significant influence on teacher performance. principals as administrators and supervisors should be able to create a conducive working climate for the effectiveness of teacher performance increases. leadership, motivation and work climate will foster commitment, responsibility, passion in work so as to contribute positively in improving the quality of teacher performance towards a better direction. leadership, work motivation and work climate is a force that can play a role for members to change attitudes and organizational behavior in the direction of the willingness to excel. based on that, the authors want to conduct research that focuses on leadership, motivation, work climate and economic teacher performance. this study aims to determine the relationship between leadership, motivation, work climate with the performance of economic teachers in sma karanganyar regency either partially or simultaneously. methods this study is a population study so that the samples used are taken from the entire population. population research can only be done for the finite population and the subject is not too much (arikunto, 2010, p.174). data collection in this study using research instruments, data analysis is quantitative with the aim to test the hypothesis that has been set. population in this research is all teacher of economics as karanganyar regency which amounts to 38 teachers spread in 14 schools and also become sample research. marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 48 data collection techniques used in this study are observation, questionnaire, and interviews. the independent variables in this research are principal leadership (x1), motivation (x2), work climate (x3) while the dependent variable of teacher economic performance (y). the relations between the variables are shown in the following figure 1. figur 1. the relations between leadership, motivation and work climate with the performance of high school economics teachers notes : x1 : principle leadership x2 : motivation x3 : work climate y : teacher economic performance the operational definitions and indicators of each variable are: 1. principal leadership is the process of mobilizing, guiding, and influencing the principal to the school community, which includes teachers, employees, and students to perform the duties and obligations of the school. principal leadership can be measured by guiding and directing teacher activity indicators, rewarding and punishing, establishing good relationships with teachers and other personnel, paying attention to the needs and welfare of teachers, controlling the work environment, paying attention to teacher performance, initiatives in increasing satisfaction work, assessment of teachers and other personnel (sudarjat et al., 2015, p.148). 2. motivation is the driving force or puller that causes the behavior toward a certain goal. motivation can be measured through indicators of increased labor productivity, increased discipline, creating a good atmosphere and working relationships, enhancing a sense of responsibility for tasks (hasibuan, 2015, p.146). 3. climate work is defined as a work situation that affects work behavior so as to foster morale, responsibility, which ultimately performance to the maximum. indicators of climate measurement in this research are teamwork, openness in human relations, program, and science updates, and familiarity among school personnel (komariah, 2014, p.123). 4. economic teacher performance is defined as the work done by the teacher on the duties and responsibilities that can be shown through the quality and quantity in the learning process. indicators as formulated in ri government regulation no. 19 year 2005 on national education standards article 28 paragraph 3 which reads competence as an instructional agent in elementary and secondary education and early childhood education include: pedagogic competence, personality competence, professional competence, social competence. before the instrument is tested to the respondent first tested the validity. valid means the instrument can be used to measure what should be measured (sugiono, 2010, p.173). likert scale is x1 x2 x3 y marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 49 used to measure respondents' answers relating to the variables studied. the instruments that have been compiled are then tested to 30 respondents. reliability shows a sense that something quite reliable instrument can be used as a data gathering tool because the instrument is already good (arikunto, 2010, p.221). reliability test results get alpha cronbac'h coefficient of more than 0.6 on all variables so declared reliable (sugiyono, 2010, p. 121). the results of reliability of leadership of the principle variable obtained alpha value 0.960, motivation variable 0.916, work climate 0.937 and teachers' performance 0.974. from these results can be concluded that all the instruments of the four reliable variables or trusted as a data collection tool in research. methods of data analysis using descriptive analysis, inferential statistical analysis with multiple linear regression analysis, classical assumption test, partial test (t), simultaneous test (f) and coefficient of determination (r2) with spss (statistical product and service solution) 20.00. results and discussion results the descriptive analysis of the results of this study was calculated by finding the percentage so as to obtain 5 (five) criteria for teacher economic performance variables (y), principal leadership (x1), motivation (x2), work climate (x3), as follows: table 1. distribution list of variable frequency of leadership in karanganyar regency criterion interval f % cumulative f % the lowest 90 94 9 23,68 9 23,68 poor 95 99 11 28,95 20 52,63 fair 100 104 11 28,95 31 81,58 high 105 109 3 7,89 34 89,47 the highest 110 114 4 10,53 38 100,00 total 38 100,00 source: processed data, 2018 table 1 shows that the results on the criterion are very high level 10,53%, high level 7,89%, fair level 28,95%, low level 28,95% and the rest is very low 23,68%. table 2. list of frequency distribution of variables of motivation in karanganyar regency criterion interval f % cumulative f % the lowest 68-71 5 13,16 5 13,16 poor 72-75 5 13,16 10 26,32 fair 76-79 8 21,05 18 47,37 high 80-83 13 34,21 31 81,58 the highest 84-87 7 18,42 38 100,00 total 38 100,00 source: processed data, 2018 table 2 shows that motivation has very high level 18,42%, high level 34,21%, fair level 21,05%, criterion on poor level 13,16% and the lowest 13,16%. marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 50 table 3. list of frequency distribution of working climate variables in karanganyar regency criterion interval f % cumulative f % the lowest 76-79 4 10,53 4 10,53 poor 80-83 8 21,05 12 31,58 fair 84-87 11 28,95 23 60,53 high 88-91 10 26,32 33 86,84 the highest 92-95 5 13,16 38 100,00 total 38 100,00 source: processed data, 2018 table 3 shows that the working climate on criterion is very high 13,16%, high criterion 26,32%, fair 28,95%, not high 21,05% and another is very low 10,53%. table 4. list of frequency distribution of teacher economy performance variables in karanganyar regency criterion interval f % cumulative f % the lowest 92-97 6 15,79 6 15,79 poor 98-103 11 28,95 17 44,74 fair 104-109 13 34,21 30 78,95 high 110-115 5 13,16 35 92,11 the highest 116-121 3 7,89 38 100,00 total 38 100,00 source: processed data, 2018 table 4 shows that economic teacher performance has very high criteria of 7,89%, high criterion 13,16%, enough criterion 34,21%, low criterion 28,95% and very low 15,79%. classic assumption test is required so that the regression equation can be used for prediction. siswandari (2015, p.33) suggests there are four assumptions that must be met in using multiple linear regression analysis that is linearity, constant variance in residue, non-autocorrelation, normality, and multicollinearity. linearity test and constant variance to detect a linear relationship between the variables x and y can be done by plotting between residues versus �̂�. if the plot in question forms a scatter diagram or not patterned then it can be said that there is no misspecification on the regression line function, so it can be concluded that the residue is constant (homogeneous) and the relationship between variables x and y is linear (siswandari, 2015: 35). figure 2. linearity test and constant variance based on figure 2, the plot between residual versus �̂� forms a scatter diagram or is not patterned so it can be concluded that the residue is constant marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 51 (homogeneous) and the relationship model x with y is linear. non-autocorelation test non-autocorelation test is used to know the existence of time series data correlation. the test is done by dw (durbin watson) method. the basis of decision-making is when du < dw < 4-du then the test is accepted which means no autocorrelation occurs (priyastama, 2017: 131). non-autocorrelation test results using spss obtained durbin watson value of 1,968 and the du table value is 1,6563 so that du < dw < 4du or 1,6563 < 1,968 < 2,3437 so there is no autocorrelation in the remainder. normality test the normality test is used to investigate the confounding variable e from the regression required for normal distribution or not. in this study, the normality test used is to look at the normal curve. multicolinearity test multicolinearity occurs when there is a high correlation between predictors. correlation is stated to be high if the correlation coefficient of 0,70 is obtained. however, for certain reasons that have been empirically verified the number of 0,80 can still be tolerated (siswandari, 2015: 33). the result is found that a correlation between principle leadership with motivation of 0,365 and the correlation between principle leadership with work climate 0,389 while correlation between motivation with work climate 0,256 by using spss. from the data can be seen that the correlation between predictors less than 0,70 then it can be said that there is no multicollinearity in the regression model. figure 3. normality test figure 3 shows that the plots tend to form a straight line. this proves the regression passes the assumption of normality. regression analysis is used to prove the hypothesis proposed in the research, namely to analyze the relationship between independent variables with partially bound variable and to test the research hypothesis that has been stated previously. table 5. results of multiple linear regression analysis model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) 2,295 18,625 ,123 ,903 leadership of the principle ,322 ,148 ,306 2,172 ,037 motivation ,403 ,172 ,315 2,347 ,025 work climate ,452 ,199 ,308 2,271 ,030 source: processed data, 2018 based on the results of multiple linear test, then obtained the equation of regression line as follows: y = 2,295 + 0,322 x1 + 0,403x2 + 0,452x3 + e the multiple regression equation can be interpreted: a. the regression coefficient (a) = 2,295 means that if the principal leadership role, motivation and work climate are constant, then the performance of economics teacher in karanganyar regency is 2,295 units. the value of ß1, ß2, ß3 which is the principal leadership variable, motivation and work climate shows the contribution marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 52 of each independent variable to the dependent variable (teacher economic performance). b. the coefficient of β1 = 0,322 means if the leadership variable of headmaster has increase 1 unit, while the variable of motivation and work climate remain hence the teacher economic performance will increase 0,322. the better the headmaster's leadership the better the performance of high school economics teacher in karanganyar regency. coefficient of positive value means there is a positive relationship between the principal's leadership with the performance of high school economics teacher in karanganyar regency. thus the first research hypothesis which reads "there is a positive relationship between the leadership of the principal and the performance of high school economics teacher in karanganyar regency", accepted. c. the coefficient of ß2 = 0,403 means that if the motivation increases 1 unit, while the leadership variable of headmaster and work climate is still the teacher economy performance will increase by 0,403. the better the motivation the better the performance of high school economics teacher in karanganyar regency. coefficient of positive value means there is a positive relationship between motivation and performance of high school economics teacher in karanganyar regency. thus the second research hypothesis that reads "there is a positive relationship between motivation and performance of high school economics teacher in karanganyar regency", approved. d. the coefficient of β3 = 0,452 can be interpreted that if climate variable have increase 1 unit, while headmaster leadership variable and motivation remain hence teacher economic performance will experience increase equal to 0,452. the better the working climate the better the performance of high school economics teacher in karanganyar regency. coefficient of positive value means there is a positive relationship between the working climate with the performance of high school economics teacher in karanganyar regency. thus the third research hypothesis which reads "there is a positive relationship between work climate with the performance of high school economics teacher in karanganyar regency", approved. precision parameter test accuracy the test of the parameter accuracy of the estimator is tested by using t test. the purpose of the t test is to test the regression coefficients of the independent variables partially. partial test is used to find out how far the principal leadership variable, motivation and work climate relate partially to teacher economic performance (y). table 5 shows the results of principal leadership variables with a significant level of 0,05. the count of 2,172 is greater than the 2,0244 t table and the t significance of 0,037 where the value is less than 0,05 (sig t <0,05). thus it can be said that the leadership role of the principal (x1) proved to have a significant and positive effect on the performance of high school economics teachers in karanganyar regency. job motivation variable with level of significant 0,05. the value of t count 2,347 is bigger than table 2.0244 and significance t equal to 0,025 where the value is smaller than 0,05 (sig t <0,05). thus it can be said that the role of work motivation (x2) proved to have a significant and positive effect on the performance of high school economics teachers in karanganyar regency. work climate variable with level of significant 0,05 obtained by value t count 2,271 bigger than table 2,0244. the significance value of t is 0.030 where the value is less than 0,05 (sig t <0,05). thus it can be said that the role of work climate (x3) proved to have a significant and positive effect on the performance of high school economics teachers in karanganyar regency. based on t test result can be seen that the role of motivation is the most dominant variable associated with the performance of high school economics teachers can be seen from the largest t count (2,347). marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 53 f test hypothesis testing simultaneously is intended to test the meaning of the relationship together between the leadership variables of principals, motivation and work climate with the performance of high school economics teachers in karanganyar regency. the simultaneous significance test was tested using the f test calculated using spss. if significance <0,05 then the hypothesis is accepted. table 6. f test results anovaa model sum of squares df mean square f sig. 1 regression 909,238 3 303,079 10,455 ,000b residual 985,631 34 28,989 total 1894,868 37 a. dependent variable: performance b. predictors: (constant), work climate, motivation, leadership of the principle source: processed data, 2018 table 6 shows an f value of 10,455 with a significance of 0,00 which means < 0,05, then the principal leadership variables, motivation and working climate are simultaneously related to the economic teacher's performance. thus the hypothesis 4 which reads "there is a positive relationship between principal leadership, motivation and work climate together with the performance of high school economics teachers in karanganyar regency", accepted. coefficient determination (r2) the coefficient of determination (r2) in essence to measure how far the ability of the model in explaining the variation of the dependent variable. the coefficient of determination is between zero and one. the value of r2 is used to find out how much percentage influence of variable x (headmaster leadership, motivation and work climate) with high school economics teacher performance in karanganyar regency simultaneously. table 7. coefficient of determination (r2) model summaryb r r square adjusted r square std. error of the estimate durbinwatson ,693a ,480 ,434 5,38416 1,968 a. predictors: (constant), work climate, motivation, leadership of the principle b. dependent variable: performance source: processed data, 2018 table 7 shows the correlation coefficient (r) of 0,693 where it indicates a strong relationship between the dependent variable and the independent variable, whereas the determination coefficient (r square) of 0,480 means that the variation that occurs in teacher economic performance (y) is 48% can be explained by the role of leadership variables of principal, motivation and work climate, while the remaining 52% is explained by other variables outside the model. discussion from the result of t test in table 7 it has been found the relationship between principal leadership variable, motivation and work climate on teacher economic performance. based on the result of regression test, the value of t count for headmaster leadership variable (x1) is 2,172, for the motivation variable (x2) 2,347 and for the working climate variable (x3) 2,271 whose significance value is less than 0,05 or 0,000< 0,05. this proves that there is a positive and significant contribution individually marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 54 (partial) between principal leadership, motivation and work climate to teacher economic performance. in table 7 it is known that the value of f is 10,455 with significance 0,00 which means <0,05, hence leader of headmaster, motivation and work climate variable simultaneously related to teacher economic performance. the results will be presented in order to answer the hypothesis proposed in the study, namely: the correlation between the principal's leadership and the economic teachers’ performance hypothesis 1: there is a positive relationship between the principal's leadership and the performance of the economic teacher proven to be based on statistically significant t-test. hypothesis testing showed that there was a significant positive correlation between principal leadership on teacher economic performance, the better the headmaster's leadership role the better the teacher's performance. based on the research result, there are 3 teachers of economics (7,89%) who have high principal leadership, very high as many as 4 people (10,53%), enough 11 people (28,95%), low 11 people (28,95 %) and the rest is very low 9 people (23,68%). the value of regression coefficient variable headmaster leadership of 0,322 means if the leadership of the principal increases then the teacher economic performance will increase by 0,322. the results of the above test can be taken to understand that there is a tendency for economics teachers who have good principal leadership will have the willingness to always excel, so that teachers who have good leadership will strive to achieve high performance. conversely teachers who have bad leadership will have low performance. the result of research and analysis of principal leadership relationship to teacher performance is in accordance with the theory proposed by bungawati (2016); guterres & supartha (2016); shahab & nisa (2014) which proves that leadership has a positive and significant effect on teacher performance. leadership is a personal ability possessed that can affect subordinates to do to achieve goals that are effective and efficient. good principal leadership will provide job satisfaction to teachers. the correlation between motivation and the economic teachers’ performance hypothesis 2: there is a positive relationship between motivation and teacher economic performance. based on the results of data processing with regression analysis provides empirical evidence that there is a significant positive relationship between the motivation with the economic teacher performance. data processing showed that there were 13 economics teachers (34,21%) who had high motivation, 7 economics teachers had very high motivation, enough 8 people (21,05%), low 5 people (13,16%) and very low 5 people (13,16%). the value of regression coefficient variable motivation of 0,403 means that if the teacher economy motivation increases then will improve the performance of 0,403. the results showed that teachers have a high desire and interest in their work. the motivation is seen as a positive effort in mobilizing, mobilizing all power to be productive and successfully achieve and realize the goals set previously. based on the regression test shows that there is a positive and significant contribution between the role of work motivation and the performance of high school economics teacher in karanganyar regency. this shows that the motivation of work strongly supports the improvement of economic teacher performance. given the high motivation means that economic teachers also have a high interest in running the routine of work in accordance with what is the responsibility so as to improve the performance of the teacher itself. the results of this study are in accordance with research by santisi et al.(2014); hutabarat (2015); saleh et al. (2011); ardiana (2017) who proved that work motivation has a positive correlation with performance. the correlation between the work climate and the economic teachers’ performance hypothesis 3: there is a positive relationship between work climate and teacher economic performance. marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 55 testing of hypothesis 3 is done to prove there is a significant positive relationship between work climate with teacher economic performance, the better the work climate the better the teacher performance achieved. based on the result of the research there are 10 teachers of economics (26,32%) high category, 5 economics teacher (13,16%) very high category, enough 11 people (28,95%), low 8 people (21,05%) and very low 4 people (10,53%). coefficient of regression of work climate variable equal to 0.452 mean if work climate increase then performance will also increase equal to 0,452. work climate can be measured by using the average school community's perception of aspects of the aspect that determine the work environment. in school, work climate can be defined as an attribute that gives character, work ethic, inner atmosphere of each school. the results showed that more than half of respondents said it was very good to prove that the working climate felt by economics teachers in their schools strongly supports the implementation of their work. while based on the regression test showed that there is a positive and significant contribution between the working climate and the performance of economic teachers, it shows that the role of work climate in supporting the work of teachers is good so that teachers can improve their performance. the results of this study are in line with research conducted by adejumubi & ojikutu (2013) that the school climate is significantly correlated with teacher performance. conducive school climate contributes positively and improves performance (sinaulan, 2016). the correlation between principal leadership, motivation, work climate and the economic teachers’ performance hypothesis 4: there is a positive relationship between principal leadership, motivation and work climate together with the performance of economic teachers. based on the result of f test with 95% confidence (α = 0,05) is 10,455 with significant 0,000 or smaller than 0,005 so it can be said that leadership variable of headmaster, motivation and work climate together have significant influence to performance variable high school economics teacher in karanganyar regency. hypothesis 4 testing performed simultaneously shows the three factors that is principal leadership, motivation and work climate on teacher economic performance showed positive and significant results, it shows that the better or higher the headmaster's leadership, motivation and work climate, the greater the tendency economics teacher to have a good performance. conversely, the less good or low the leadership of principals, motivation and work climate, the greater the tendency of economic teachers to have poor performance or low. principal leadership, motivation and a better work climate to strengthen a person to perform the desired activity so that the better the three things are expected to get a good performance as well. teachers who have good leadership will work with sincerity and responsibility, the impact teachers are motivated to excel. while a good working climate makes teachers feel comfortable in doing their work, thus encouraging teachers to work harder, which ultimately brings achievements not only to themselves but also to students and schools. conclusion high teacher performance results in a high quality of education. performance success is influenced by many factors including work discipline, administration, payroll, infrastructure, supervision. other factors such as principal leadership, motivation, and work climate are the variables studied in this study. based on the result of the analysis and discussion, it can be concluded that (1) there is a positive and significant relationship between the principal's leadership and the performance of high school economics teacher in karanganyar regency; (2) there is a positive and significant correlation between work motivation and high school economy teacher performance in karanganyar regency; (3) there is a positive and significant correlation between work climate and high school economy teacher performance in karanganyar regency; (4) there is a positive and significant relationship between principal marheni dharyadi siwi et al. / international journal of active learning 4 (1) (2019) 56 leadership, motivation and work climate together with the performance of high school economics teacher in karanganyar regency. the most influential variable to the performance of high school economics teacher in this research is motivation variable, therefore the teacher is required to increase work motivation in achieving effective and efficient school goals. the world of education is increasingly progressing so that economic teachers need to improve teaching skills, follow the development of technology for learning, as well as more creative and innovative looking for learning models to attract. learning planning is arranged systematically in accordance with the needs of students. the results of this study also proves that good principal leadership, good motivation and a good working climate improve and play a positive role in the performance of high school economics teachers in karanganyar regency. the principal is expected to maintain and improve his / her leadership, always motivate, guide the teacher in assessing the learning process and learning outcomes of the students, and create conducive working conditions for teachers to perform their tasks with vigor and responsibility. in addition, teachers are also expected to maintain a good working climate in order to improve its performance. the results of this study will provide theoretical implications of opening the discourse to the next researchers that the study of factors that contribute to the performance of teachers, especially teachers of economics in high schools throughout karanganyar regency is very broad, and among them the leadership of principals, motivation and work climate to improve performance teacher. practically, the results of this study will give a real psychological impact to the school, high school economics teacher in karanganyar regency and to the students, the extent of contribution of headmaster leadership, motivation and work climate to the performance of high school economics teacher in karanganyar regency. nevertheless, there are still some obstacles in the presence of factors that are still hampering to improve the performance of teachers so as not to fully meet the expectations of the principals, teachers and other related parties. teacher performance variation can be explained by principal leadership variables, motivation and work climate. however, there are other variables that are not included in this research model that may affect teacher performance. this opens up opportunities for future researchers to conduct empirical studies related to teacher performance. future research is expected to expand the object and subject of research in different areas. if possible expanded again in a provincial region and conduct research related to other factors that contribute to the performance of teachers, especially teachers of economics. it is expected that with more research related to the performance of teachers will be broaden the horizon and can be used as a reference in improving the quality of education. references adejumobi,f.t. & ojikutur.k. 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(2014). the impact of the motivation employee’s performance in beverage industry of pakistan. international journal of academic research in accounting, finance and management sciences, 4 (1), 293-298. 27 ijal 2 (1) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal using of experiential learning model based on multimedia to increase the ability of literation writing indonesian poem in elementary school isah cahyani , andoyo sastromiharjo, daris hadianto d. universitas pendidikan indonesia, indonesia info articles ___________________ history articles: received 19 february 2017 approved 11 march 2017 published 1 april 2017 ___________________ keywords: writing skill; multimedia; experiential learning; literacy _______________________ abstract ____________________________________________________________ the education system in a country must be able to equip its young generation with sophisticated literacy skills, if they do not want to see individuals and their communities in poverty or poverty (pirls, 2007). the ability of literacy has become the center of attention has even become a crucial issue because of the ability of literacy related to the development of human resources in the future (pirls, 2007). this is because literacy skills are the key to success in school and the key to success to participate actively in the world of work, society, and politics. in the 2013 curriculum, the competence expected from an sd / mi graduate is to have a productive and creative thinking and acting abstract and concrete. writing is a productive action. therefore, writing skills in elementary school must continue to be nurtured and developed so that the expected graduate competence is achieved. nevertheless, alwasilah (2007) states that writing skills are the most neglected language skills in language education. this happens due to improper practice in writing lessons from elementary to university level. according to international study of achievement in writen composition (in rahman, 2011), indonesia is a country whose culture of writing and reading is still below average. the purpose of this study, namely to find out how the influence of multimedia-based experiential learning model on the ability of elementary students in writing poetry. research method that the authors use is a quasi-experimental research method with a quantitative approach. to obtain research data, researchers used test instruments, observation sheets, and questionnaires. quantitative approach is used to get a picture of the ability of students writing multimedia based with experential learning model. the result of the research, that is there is significant difference at the level of significance 0,05% between result of student learning in learning writing writing based on multimedia with experiment learning model with result of student learning not writing multimedia based with experential learning model .. thus, it can be concluded that the model of multimedia-based writing learning with experential learning model. can improve the ability to write indonesian in elementary school. the writing ability of the experimental class is higher than the writing ability of the control class students. how to cite ____________________________________________________________ cahyani, i., sastromiharjo, a. & hadianto, d. (2017). readiness for blended learning viewed from the students’ attitude towards learning aspects. international journal of active learning, 2(1), 27-38. © 2017 universitas negeri semarang  address correspondence: jl. setiabudi no. 229 isola, sukasari bandung, jawa barat 40154. e-mail: isahcahyani@upi.edu p-issn 2528-505x isah cahyani et al./ international journal of active learning 2 (1) (2017) 28 introduction the education system in a country must be able to equip its young generation with sophisticated literacy skills, if they do not want to see individuals and their communities in poverty or poverty (pirls, 2007). the ability of literacy has become the center of attention has even become a crucial issue because of the ability of literacy related to the development of human resources in the future (pirls, 2007). this is because literacy skills are the key to success in school and the key to success to participate actively in the world of work, society, and politics. in the 2013 curriculum, the competence expected from an sd / mi graduate is to have a productive and creative thinking and acting abstract and concrete. writing is a productive action. therefore, writing skills in elementary school must continue to be nurtured and developed so that the expected graduate competence is achieved. teachers need to pay more attention to the students 'writing skills, since writing is a complex language skill. for that purpose, indonesian language learning is directed to improve students' written communication skills in indonesian language properly and correctly (mone, 2006: 231). based on the above, the researcher considers that in implementing indonesian language learning in schools, especially in primary schools, teachers should often teach communicate well and correctly in writing. because the curriculum 2013 emphasizes language skills as a means of communication, a carrier of knowledge and logical, systematic, and creative thinking. nevertheless, alwasilah (2007) states that writing skills are the most neglected language skills in language education. this happens due to improper practice in writing lessons from elementary to university level. according to international study of achievement in writen composition (in rahman, 2011), indonesia is a country whose culture of writing and reading is still below average. writing needs to be trained correctly and appropriately in order to get results in accordance with the expected target. for that exercise should be done in the context of the actual and functional accompanied by guidance from the teacher so as to provide real benefits to students in everyday life. in addition, the results of the pisa (programe for international student assessment) study show that almost all indonesian students only master lessons up to level 3 alone, while many other countries are level 4, 5, even 6. with the belief that all human beings are created equal, this result is only one, namely: that is taught differently from the demands of the times. similarly, the results of the timss and pirls (trends in international mathematics and sciences study: pirls: progress in international reading literacy study) suggest that more than 95% of indonesian students are only up to mid-level, while nearly 50% of taiwanese students are able to achieve high levels and advance. also explained that the ability of indonesian children's literacy is very low, is below level one. with the belief that all children are born equal, the conclusions of these results are taught in indonesia in contrast to that internationalized [tested]. this framework suggests that the learning process is not enough just to improve knowledge [via core subjects], to be equipped: creative, critical, and strong character (responsible, social, tolerant, productive, adaptive, and confident). in addition, it is supported by the ability to utilize information and communicate, create learning exercises, support human resources and infrastructure, enable educators to collaborate, share experiences and integration in the classroom, enable learners to learn relevant to the world context, support the expansion of community involvement in learning , both directly and online, the need to formulate a learning-based curriculum that emphasizes personal experience through the process of observing, asking, reasoning, and trying [observation based learning] to improve isah cahyani et al./ international journal of active learning 2 (1) (2017) 29 the creativity of learners. in addition, familiarized for students to work in the network through collaborative learning. but it is not easy, because in this era of globalization is completely open this information and influence the media greatly affect the ability of their written indonesian language. there is a need for hard effort in forming the communication habits and learning indonesian language write as early as possible, to implement it need an innovation and a new way to get indonesian language learning that can make students make good and correct communication, one of them by applying multimedia in learning to write in indonesian language. the media has become the demands of the 2013 curriculum to create a network so that quality and innovative learning. with learning media more interesting and create children to be creative. the development of today's technology demands the professionalism of teachers in teaching so students can access the material that teachers deliver well, including access to experience. one example of the use of advanced technology today in the world of education is the use of technology as a means of learning in the form of learning media, and in the world of education called multimedia learning. the role of multimedia learning is very large because it can make teachers able to design and engineering a concept and science easily, so that the teacher is able to present the material in the learning with interesting and easily accessed by students well. to overcome the low ability of writing elementary school students, it is necessary to do writing exercises with a strategic model based on the experiences contained in students through the use of multimedia. student experience becomes an important instrument in improving the expression of writing skills. the experience of multimedia-based students is creatively poured into a barometer of the ability to express the contents of the text. thus, this study aims to see the profile of experient learning model influence on the ability of students in grade v in writing poetry. experiential learning is a learning model that enables students to build knowledge and skills as well as values and attitudes through their experience directly. therefore, this learning model will be meaningful when the students participate in the activity. after that, they view critical activities. then, they gain an understanding and pour it in oral or written form in accordance with the learning objectives. in this case, experiential learning uses experience as a catalyst to help students develop their capacities and abilities in the learning process. experiential learning is a learning process, a process of change that uses experience as a medium of learning or learning. experiential learning is learning that is done through reflection and also through a process of making meaning from direct experience. experiential learning focuses on the learning process for each individual (kolb, 1984). method this research uses experimental method. the research design is pretes-posttest control group design (fraenkel & wallen, 2007: 286). pretes done to measure students' initial ability, three treatment in the form of learning to write poetry by using experiential learning model and closed with postes done to find out the end result of student ability after following poetry writing study by using the method. treatment group o xi o control group o x2 o information: o = initial measurement (pretes) and end (postes) xi = learning treatment of writing with multimedia-based experential learning model. isah cahyani et al./ international journal of active learning 2 (1) (2017) 30 x2 = learning treatment of menuli with image media. technique used in this research is test technique, covering pretes and postes. the test given to students is a test of students' ability in writing poetry. the data processing techniques in this study were conducted in the following way: 1. inventory (collect and calculate score) data. 2. calculating the mean pretes and postes. 3. counting significant tests for pretest and posttest one group design. the population that is used as object in this research is all students of sd labschool upi and sdn sukarasa class v semester i of school year 2014/2015. the sample of this research is class v b as experiment class and va as control class. sampling is done purposively with the consideration of students having the same ability. result of prates -pascates class (lab school elementary school) the result of this research is the value of prates and pascates from the experimental group students (class v / a) and control group (class v / b) of the school of labschool upi academic year 2014/2015. the experimental group is a group of students who in the learning using tgt method, while the control group is a group of students whose learning using the whiteboard media. a. experiment group table 1. value of writing poetry skill experiment group no. student name score gain pretest posttest 1 reida 65 90 0,714286 2 rsty marhalia 60 85 0,625 3 hasna kirana 62 85 0,605263 4 abisha 55 85 0,666667 5 ilham 58 85 0,642857 6 clara annisa 60 90 0,75 7 shabrina nur azizah 65 85 0,571429 8 andi kari 60 85 0,625 9 daffa zachary 65 85 0,571429 10 velya putri 65 90 0,714286 11 zulfianti 55 85 0,666667 12 zaidah akmal 60 85 0,625 13 bentang 60 90 0,75 14 galur 55 80 0,555556 15 arsha dwiyana 60 85 0,625 16 maura saskia 60 85 0,625 17 ghefira 65 85 0,571429 18 a. ilyas 60 85 0,625 19 zahra cheryl 68 85 0,53125 20 dejan nesya 65 85 0,571429 isah cahyani et al./ international journal of active learning 2 (1) (2017) 31 21 khansa 60 90 0,75 22 gea adiati 60 85 0,625 23 ilham razaq 60 85 0,625 24 syafa nurul 60 90 0,75 25 trisna 60 85 0,625 26 syarafina putri 58 85 0,642857 27 m. adzikri 60 85 0,625 28 raya aulia 60 85 0,625 29 m. f. zidandan 60 90 0,75 30 prameswara cahaya 60 90 0,75 31 m. aqila rafzanjani 60 85 0,625 32 afifah alfira 65 90 0,714286 33 chanisa aurelia 60 85 0,625 σ 2006 2845 21,36469 nilai rata-rata 60,78788 86,21212 b. control class groups table 2. value of writing poetry skill control class groups no. student name score gain pretest posttest 1 zahid musa 55 75 0,444444 2 jason 60 75 0,375 3 syarifah 60 80 0,5 4 shakira 55 80 0,555556 5 raisa harni 60 75 0,375 6 cindy 60 80 0,5 7 hafidz 60 75 0,375 8 radiva 60 80 0,5 9 fauzya dhya 60 80 0,5 10 putri zahra 65 75 0,285714 11 muhammad gaza 65 80 0,428571 12 m. iksan 60 75 0,375 13 salwa nisa 60 75 0,375 14 aldan mufti 60 75 0,375 15 muhammad tifan 60 75 0,375 16 ridha nisa 60 70 0,25 17 arah dwi 65 70 0,142857 18 rafa sabia 60 70 0,25 19 m. tristan 68 70 0,0625 20 nikita 65 75 0,285714 21 nasywa rifat annisa 60 75 0,375 22 maheswari 60 80 0,5 23 kinanti fathaya 60 70 0,25 isah cahyani et al./ international journal of active learning 2 (1) (2017) 32 24 rafli 55 60 0,111111 25 bhawiva 60 75 0,375 26 zahid 55 60 0,111111 27 diana tebe 60 90 0,75 28 alifayda 60 75 0,375 29 fahmi khairunissa 60 75 0,375 30 rahmania 60 70 0,25 31 rainana 60 70 0,25 32 dzikriyah 65 75 0,285714 33 latiya azzahra 55 75 0,444444 1. results prates pascates (sukarasa elementary school) a. experiment class table 3. the value of writing poetry skill experiment class no. student name score gain pretest posttest 1 barkah 55 75 0,444444 2 sahara 60 75 0,375 3 suci kharisma dewi 62 90 0,736842 4 deffa firdaus 55 85 0,666667 5 rafiq 58 85 0,642857 6 m. cikal 60 75 0,375 7 bayu 60 90 0,75 8 arsya muzni 60 75 0,375 9 alya syakura 65 90 0,714286 10 farrel 65 90 0,714286 11 hilmi 65 90 0,714286 12 chilma yusri 60 75 0,375 13 risca cindhya 60 75 0,375 14 jerica natasha 60 90 0,75 15 fadhila 60 75 0,375 16 mahesya setia 60 90 0,75 17 marshawanda mintya 65 75 0,285714 18 nina 60 90 0,75 19 apriza nugraha 68 90 0,6875 20 m. rio 65 95 0,857143 21 algy 60 90 0,75 22 vina indriani 60 70 0,25 23 syarifa 60 95 0,875 24 bintang 60 75 0,375 25 wendy 60 90 0,75 26 vinna astiva 58 75 0,404762 isah cahyani et al./ international journal of active learning 2 (1) (2017) 33 27 nazwa 60 75 0,375 28 rulla zixalfa 60 90 0,75 29 nicha 60 75 0,375 30 nyra 60 75 0,375 31 maira 60 75 0,375 32 zulfa 65 75 0,285714 σ 1946 2635 17,6545 mean 60,813 82,3438 n-gain rata-rata 0,551703 b. control class table 4. value of writing poetry skill control class no. student name score gain pretest posttest 1 adelia puja 55 80 0,555556 2 alifia qudsi 60 80 0,5 3 andro jessen 62 80 0,473684 4 febria syalfa 55 70 0,333333 5 alleyfa nabil 58 70 0,285714 6 anata syifa 60 70 0,25 7 hani atikah 60 70 0,25 8 yuke kamilatan 60 70 0,25 9 nesya shaira 65 80 0,428571 10 dinda 65 75 0,285714 11 gieska mahira 65 80 0,428571 12 tania anabella 60 85 0,625 13 nazwa nabila 60 70 0,25 14 abdurrahman 60 70 0,25 15 dita regita maharani 60 80 0,5 16 syaira rifina alra 60 65 0,125 17 nadhifa arum 65 80 0,428571 18 annisa derrymia 60 65 0,125 19 rafika najwa 55 65 0,222222 20 salma marizka 65 80 0,428571 21 erfaldy 55 60 0,111111 22 agung 55 60 0,111111 23 febian abisya putra 60 80 0,5 24 tiara amanda 60 80 0,5 25 haifa mazaya 60 70 0,25 26 ibrahim yusuf 58 60 0,047619 27 natasya 60 70 0,25 isah cahyani et al./ international journal of active learning 2 (1) (2017) 34 a. data analysis 1. homogeneity test of (sukarasa elementary school) test of homogeneity of variances levene statistic df1 df2 sig. prates_eksperimen_sukarasa .141 1 30 .710 postes_eksperimen_sukarasa 4.405 1 30 .044 prates_kontrol_sukarasa 1.962 1 30 .172 postes_kontrol_sukarasa 3.271 1 30 .081 the test criteria used is if the significance value (sig)> 0.05 then the data is homogeneous and if the significance value (sig) <0.05 then the data is not homogeneous. test of homogeneity of variances levene statistic df1 df2 sig. prates_eksperimen_labs 1.697 1 31 .202 postes_eksperimen_labs .189 1 31 .667 prates_kontrol_labs .364 1 31 .551 postes_kontrol_lab 3.210 1 31 .083 the normality testing criteria of the data is if the significance value (sig)> 0.05 then the data is normally distributed and if the significance value (sig) <0.05 then the data is not normally distributed. 2. normality test (sukarasa elementary school) tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. prates_eksperimen_sukarasa .362 32 .000 .802 32 .000 postes_eksperimen_sukarasa .320 32 .000 .773 32 .000 prates_kontrol_sukarasa .238 32 .000 .836 32 .000 postes_kontrol_sukarasa .212 32 .001 .863 32 .001 prates_eksperimen_labs .321 32 .000 .842 32 .000 postes_eksperimen_labs .407 32 .000 .672 32 .000 prates_kontrol_labs .366 32 .000 .762 32 .000 postes_kontrol_lab .251 32 .000 .865 32 .001 a. lilliefors significance correction 28 adrian 55 60 0,111111 29 lilavati 55 60 0,111111 30 adzin husni 55 60 0,111111 31 wildan 60 60 0 32 faiz 55 60 0,111111 σ 1898 2265 9,209795 nilai rata-rata 59,3125 70,78125 isah cahyani et al./ international journal of active learning 2 (1) (2017) 35 the normality testing criteria of the data is if the significance value (sig)> 0.05 then the data is normally distributed and if the significance value (sig) <0.05 then the data is not normally distributed. 3. hypothesis testing test of homogeneity of variances levene statistic df1 df2 sig. prates_eksperimen_sukarasa .141 1 30 .710 postes_eksperimen_sukarasa 4.405 1 30 .044 prates_kontrol_sukarasa 1.962 1 30 .172 postes_kontrol_sukarasa 3.271 1 30 .081 test of homogeneity of variances levene statistic df1 df2 sig. prates_eksperimen_labs 1.697 1 31 .202 postes_eksperimen_labs .189 1 31 .667 prates_kontrol_labs .364 1 31 .551 postes_kontrol_lab 3.210 1 31 .083 the test criteria used is if the significance value (sig)> 0.05 then the data is homogeneous and if the significance value (sig) <0.05 then the data is not homogeneous. results and discussion based on the research that has been conducted in two schools plus previously observation activity of the initial condition as a study to know the condition of the early ability to write free poetry before using experiential learning method, there are the essential findings in the implementation of learning. essential findings that researchers obtain in detail the researchers describe as follows. to know the initial condition, the ability to write free poetry on learning before the use of experiential learning method of state in the implementation of learning is still seen centered on the teacher, the situation of conducive learning activities but the teacher still does not involve students actively in learning activities. for the students' activity felt passive while following the learning and students still do not understand the elements of poetry. this is evident from the ability to write free poetry of students on free writing poetry learning before using experiential learning method with the average acquisition of 60 points with this indicate in the position of the category less, has not reached kkm. in the implementation of learning there is a different view that the teacher gives the introduction of elements of poetry by using audio visual media, but the teacher still get difficulty to give pemahan elements of poetry, teachers in giving guidance and guidance how to write free poetry using experiential learning method already began to appear only there are still shortcomings such as lack of motivation to students to be more passionate in writing poetry, for student activity in this treatment has seen a positive change that students interested in materials presented teachers and students will be helpful to express ideas or write schematics that there are even some students showed interest in writing poetry. from this description can be explained from the results of the average acquisition of students who have isah cahyani et al./ international journal of active learning 2 (1) (2017) 36 increased, the average value of students get the value of 86 with this value can be categorized the value of students in either category. in this case, the implementation of learning runs looks very conducive, this is shown by the implementation of methods that have begun to appear clear, students have been accustomed to adapt to experiential learning methods, began to appear varying audio visual presentation, the implementation of learning that always involves students in each learning activity , provision of motivation by providing reinforcement to students who do good things, the teacher has shown mastery of the class and mastery of good material so that the meaning of learning can be delivered well as well, for student activity has progressed quite well that is with the visible enthusiasm of students on learning writing poetry free, students are very passionate by paying attention to the pictures presented and look very helpful to students in writing free poetry writing, look at the learning situation is fun, even students show enthusiasm by always want to show the results of his work for example by reading it in front of the class this means confidence in students have started to grow well, students began to show his passion to write free poetry. when viewed from the progress or improvement of the ability to write free poems obtained from the start of the initial conditions and the results of implementation, learning by experiential learning model through audio visual media on the implementation of free writing poetry learning showed a good improvement. based on the essential findings that researchers have revealed, the researchers synthesize and confirm the essential findings related to the theory of the experts that the use of experiential learning methods through audio-visual media in free poetry writing lessons can facilitate students to express ideas or schematathe schematic that is in the minds of students. the use of audio-visual media in writing learning is also used in inductive models. according to joyce, in the structure of the inductive model of watching audio visuals, students connect words with visual mediaaudio by identifying objects, actions, and qualities they recognize while in this study, the media images are used to develop student schematics in poetry writing lessons is also a form of inductive learning model. this learning model is based on an approach to language experience, so students develop vocabulary, learn to research words and sentences, write sentences and paragraphs so that they will become reliable language learners (bruce joyce, 2011, p.157). learning to write free poetry can develop students' imagination, by writing poetry students can express their experiences and feelings so that students will not become bored or tired in learning. this is similar to that expressed by jabrohim, (2009, p.67) that one's experience in the form of something seen, felt or in another form can be transformed into a meaningful form for humanity, human being possessing existential consciousness. a form that is meaningful to human beings among them is the form of poetry. with the creation of a fun learning situation, writing poetry will generate motivation to work other than that by writing a poem of confidence in students will be awakened. this is similar to that of nurgiyantoro, (2014, p.487) that literary tasks can also be related to creative creation. that is, learners are assigned to make good literary works of poetry, piano, and drama genre. this task is important to train them to express the experience of the soul, ideas and ideas, or something to express. the task of writing creative texts should be given varied with the task of writing other forms of writing in order not to cause saturation and done varied. the literary texts written, most commonly, are writing poetry. in addition, the grade v students ranging in age from 10 to 11 are included in the concrete operational stage, according to zuleha (2012, p.53) at this stage the child begins to understand logic stably. characteristics of children at this time include children begin to isah cahyani et al./ international journal of active learning 2 (1) (2017) 37 develop imagination into the past and the future, then children begin to think arguments and solve simple problems, there is a tendency to get ideas as adults, but not able to think abstract because the way his mind still concrete. the result of research / implementation of free writing poetry writing by spalding method through this image media shows that students' ability in writing free poetry is increasing on each element and it shows on one very positive thing, this description is similar to that expressed waluyo, (in jabrohim , 2009, p.34) that the inner poetic structure consisting of themes, tones, feelings and mandates that are elements of the poem can not stand alone but is a structure. all elements are the unity of one element with the other elements show relationships between one another, the elements also show themselves functionally, meaning that the elements work together with other elements and in unity with the totality. conclusion when viewed from the progress or improvement of the ability to write free poems obtained from the start of the initial conditions and the results of implementation, learning by experiential learning model through audio visual media on the implementation of free writing poetry learning showed a good improvement. based on the essential findings that researchers have revealed, the researchers synthesize and confirm the essential findings related to the theory of the experts that the use of experiential learning methods through audio-visual media in free poetry writing lessons can facilitate students to express ideas or schematathe schematic that is in the minds of students. the use of audio-visual media in writing learning is also used in inductive models. the result of the research, there is a significant difference at the 0.05% significance level between the learning outcomes of students in multimedia-based writing writing with experential learning model with student learning outcomes that write with no multimedia based with experential learning model. thus, it can be concluded that the model of multimedia-based writing learning with experential learning model. can improve the ability to write indonesian in elementary school. the writing ability of the experimental class is higher than the writing ability of the control class students. thus this research hypothesis which states that there will be an increase in the ability to write poetry using experient learning model model is accepted. this model of experential learning model can be an alternative to students' literacy ability in writing poetry. references alwasilah, chaedar. (2007). pokoknya menulis. bandung: pt. kiblat buku utama. depdiknas, (2006). kurikulum tingkat satuan pendidikan (ktsp). jakarta:departemen pendidikan nasional. frankel, j. p. & wallen n. e. (2008). how to design and evaluate research in education. new york: mcgraw-hill companies, inc. gunawan, d., utanto, y., & maretta, y. a. (2017). an analysis on indonesian teachers’ reasoning in resolving moral dilemmas. man in india, 97(2), 829-841. jabrohim (ed). 2003. metodologi penelitian sastra. yogyakarta: hanindita graha widya. joyce, bruce dkk. (2011). models of teaching (model-model pengajaran) edisi ke delapan. yogyakarta: pustaka pelajar. mardikantoro, h. b., & maretta, y. a. (2016). language shift of javanese and its impacts on the transformation of samin community. man in india, 96(11), 4167-4180. isah cahyani et al./ international journal of active learning 2 (1) (2017) 38 mullis, i., dan m. o. martin. timss: 2011 item writing guidelines. boston college, usa: timss & pirls international study centre, 2007 nurgiyantoro,burhan. 2013. teori pengkajian fiksi. yogyakarta: ugm press. parmin, sajidan, ashadi, sutikno & maretta, y. a. (2016). preparing prospective teachers in integrating science and local wisdom through practicing open inquiry. journal of turkish science education, 13(2). rahman. 2007. sistem politik indonesia. yogyakarta: graha ilmu. utanto, y., & sukirman, maretta, y. a. (2017). surviving in the limitations: education implementation patterns in coast al communities. man in india, 97(10), 163-175. utanto, y., widhanarto, g. p., & maretta, y. a. (2017, march). a web-based portfolio model as the students’ final assignment: dealing with the development of higher education trend. in aip conference proceedings (vol. 1818, no. 1, p. 020063). aip publishing. 23 ijal 3 (1) (2018) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal description of the ability of social arithedical stories by study problems by students viii smp reviewed from the polya stage yeni candra vilianti, fika widya pratama, helti lygia mampouw  center for education studies of science, technology and mathematics (e-sistem) mathematics education study program faculty of teacher training and education universitas satya wacana christian, indonesia info articles ___________________ history articles: received 23 february 2018 approved 11 march 2018 published 1 april 2018 ___________________ keywords: solution to problem; social arithmetic; stage polya _______________________ abstract ____________________________________________________________ every student in solving mathematical problems in the form of story problems has a unique solution. this uniqueness encourages research conducted to describe the problem-solving ability of social arithmetic stories by junior high school students from polya stage. stage polya consists of understanding the problem, making plans, implementing plans and re-checking. the approach of this research is descriptive qualitative with subject as many as 3 students of class viii smp namely that each one student with different level of ability. the results show that high-ability students can go through all stages of polya. moderate students can only go through 3 stages namely, understand the problem, make plans and make plans. this student can not solve the problem correctly and there is an error in the calculation. low-ability students can not pass through all stages polya, because this student does not understand what is known and asked from the problem so that in the next stage can not be through it. it is expected that this research become one of the reference to optimize student problem solving abilities. how to cite ____________________________________________________________ vilianti, y. c., pratama, f. y. & mampouw, h. l. (2018). description of the ability of social arithedical stories by study problems by students viii smp reviewed from the polya stage. international journal of active learning, 3(1). © 2018 universitas negeri semarang  address correspondence: jl. diponegoro 52-60 salatiga e-mail: helti.mampouw@staff.uksw.edu p-issn 2528-505x yeni candra vilianti, et al. / international journal of active learning 3 (1) (2018) 24 introduction mathematics is one of the subjects taught at every level of school, both elementary school (sd), junior high school (sma), high school (sma) until college. one of the goals of mathematics is to equip students with problem-solving skills. as stated in the education unit level curriculum (ktsp) states that to improve problem solving skills students need to develop problem-solving skills, create mathematical models, solve problems and interpret their solutions (mone, 2006). one of the mathematics learning that can train and develop student problem solving abilities is learning about the story (rudtin, 2013). problem solving material in social arithmetic is the material that there are various problems in the form of problem solving and presented the problem in the form of a story problem, which is a mathematical problem presented in sentence form and related to daily problems. according to utomo (ifanali, 2014) that mathshaped questions are difficult to solve, this is due to a lack of students 'ability to defend problems, including the lack of students' ability to convert verbal sentences into mathematical models and the lack of ability to interpret mathematical solutions into real problems. students must be able to understand concepts, use reasoning and be able to solve problems in learning mathematics. the process of learning one student with another student is not the same, each student has a different way of understanding the material explanation, especially mathematics subject matter. so also in solving the problem of mathematics problems between students with one another different. ifanali (2014) also states that each student has different intellectual abilities, this can be seen from the way students solve the given story. there are students who think that in solving the problem of math problems is difficult, this is because they do not understand the purpose of the matter. nurhayati (2013) states that some obstacles faced by students is difficult to translate the textual language of mathematics into the everyday language used by the students themselves, the students feel still familiar with the scientific term of mathematics encountered in the problem, and students' ability to analyze the problem is still low, as well as difficult to translate the command of the story into the mathematical model so that it is wrong in solving it. problem solving in math problems requires systematics in its solution. understanding on any problem math problem is very necessary, with understanding will facilitate students in solving mathematical problems. tangio (2015) argues that one of the obstacles faced is that most students can not change the story given into the mathematical model. to improve the ability to solve mathematical problems, it is necessary to develop problem-solving skills, create mathematical models, solve problems and interpret the solutions. according to herman (2000), a problem usually contains a situation that encourages a person to solve it, but does not know directly what to do to solve it. moursund (lidinillah, 2008), said that a person is considered to have and face problems when facing 4 conditions, namely (1) understand clearly the condition or situation that is happening. (2) understand clearly the intended purpose. have a variety of goals to solve problems and can lead to a single goal of completion. (3) understand a set of resources that can be utilized to cope with situations that occur in accordance with the desired goals. this includes time, knowledge, skills, technology or certain goods. (4) have the ability to use various resources to achieve goals. some scholars find several ways to solve mathematical problems, one of which is the problemsolving stage according to polya. polya finds practical steps and systematically arranged in solving problems so as to facilitate students in solving a mathematical problem. polya (1973: xvi) sets out four steps in solving math problems from four steps, namely understanding the problem, devising a plan, carrying out the plan, and looking back. polya step provides a well-organized framework that can help students in solving the story. in addition, according to john dewey (in harlinda, et al, 2014) steps in problem solving are problem-solving (confront problem), diagnose or define problems, collecting multiple solutions (inventory several solutions) and test consequences. based on the description above, the purpose of this research is to describe the problem solving ability in solving the arithmetic story problem by the students of class viii smp based on polya stage. yeni candra vilianti, et al. / international journal of active learning 3 (1) (2018) 25 methods this research was conducted at pangudi luhur junior high school salatiga year 2016/2017. this type of research is qualitative research. subject consisted of 3 students with criteria of high, medium and low ability students. subject selection subjectively based on uas grade viii. the subject with the criteria to be studied can be seen in table 1. table 1. subject decision based on semester final exam results initials of subject uas score range of score category of mathematics mastery st 92 76-92 high ss 75 71-75 medium sr 70 55-74 low data were collected from written tests, interviews, observations and documentation. triangulation methods are used to obtain valid data. each subject does two arithmetic material test questions about advantages and disadvantages, followed by an unstructured interview. the collected data were analyzed using polya stages. the polya stage indicator used to describe the three subjects can be seen in table 2. table 2. indicators of problems problem solution explanation indicator understanding problems the way students receive information that is on the subject mentions or writes things that are known and asked. the student's way of sorting out important and unimportant information. students can recognize problems easily. the student rewrites the necessary information on the problem (can write down what is known from the problem). understand what is being asked. making plan the way the students know the linkage between the information. the student's way of checking if all important information has been used. students can make problem-solving plans based on the questions asked. making plan students can make correct solving steps. the student's way of checking each step of the settlement. students can work on the matter as planned. students can solve the problem used with the correct results. rechecking the way students do things back in different ways. students look again at the answer. consistent in concluding the answe description done on student's answer from each stage of problem solving that has been done, either true or not true. the student's answer is the written answer on the answer sheet provided and the subject's answer during the interview. results and discussion description of solving problems by high achiever subjects were given 2 related questions about the problem of loss and profit. the following explanation of the subject in solving the problem based on polya steps. yeni candra vilianti, et al. / international journal of active learning 3 (1) (2018) 26 (a) (b) figure 1. results of st written test a. problem about benefits, b. problem about disadvantage understanding problem the consistency of subject answers from written results and interview results. in both given questions, st can understand the problem well that st can write down what is known and what is asked. this can be seen in figure 1. st's understanding of the matter of profit and loss can be clarified by the interview conducted. according to st is known from the problem is the number of fruits per kg and the price per kg. st also explains what is asked of each question is how much profit and losses suffered. from the explanation given by st through interviews, it can be seen that st is able to expose all sufficient terms and conditions necessary to work on the problem, that is to know what is known from the problem and can mention what is asked from the problem appropriately so that st can be declared has gone through the stage of understanding problem. making plan after understanding the problem the next step is to plan for troubleshooting. the following is a proof of st's work in making the problem-solving plan. (a) (b) figure 2. results of st written test on planning to solve problem a. problem about benefits, b. problem about disadvantage yeni candra vilianti, et al. / international journal of active learning 3 (1) (2018) 27 based on figure 2 it can be seen that st is able to plan problem solving by being able to know the relationship between what is known and asked. explanation st can be seen from the interview. when interviewed st can know the connection between the known and the asked. according to st the known price can be used to solve the problem. initially st hesitate when giving statements related to the plan undertaken, but after the interview st can explain the steps used in solving the problem well. based on st's work in writing and interview results, it is known that st already knows the connection between what is known and asked and st understands that what is known can be used to seek the benefits asked. the next stage is the stage of doing a split plan. at this stage st has solved the problem of social arithmetic correctly, and uses the steps coherently and produces the right answer. st can be declared to have gone through the stage of doing the plan well. this can be proven from the results of interviews, according st is used correctly. first look for the price of 10 pieces, to find the purchase price of 10 pieces means 10 timesrp35.000 equal to rp350.000 the selling price of rp45.000 per fruit so the sale price of 10 fruit rp45.000 multiplied 10 equal to rp450.000 profit of sales equal to rp450 less rp350,000 equal to rp100,000 loss price 3 rotten rp45.000 multiplied 3 equal to rp135.000 so big losses rp135.000 minus rp100.000 equal to rp35.000. based on st's explanation through interviews, it appears that st really understands the questions asked. this can be seen from st's explanation of the steps taken while working on social arithmetic. st knows the amount of fruit sold at each different price and st also calculates what is asked from the given problem. the last stage is the re-examination stage. st did not write down the way to do the re-examination, only st wrote the conclusions of the matter about profit. results st answers can be seen in the following figure. (a) (b) figure 2. results of st written test on rechecking a. problem about benefits, b. problem about disadvantage based on figure 3, it appears that st can work on the problem correctly and believe that the answer is correct. to find out more about how st did check back then conducted a deep interview, st explained that to check the answer st read back and then corrected back the answer by way of recalculated. st in solving the problem has met all the indicators of problem solving based on polya stages that can mention all the information provided from the question so that it can be said that st has gone through the stage of understanding the problem. in the second stage, st has also met all the indicators in planning the problem solving proved by st has a problem-solving plan and know the reasons for its use and able to use all the important information to solve the problem so that it can be said st has gone through the stage yeni candra vilianti, et al. / international journal of active learning 3 (1) (2018) 28 of preparing a problem-solving plan. the third stage is the stage of doing the problem-solving plan, the st has met all the indicators that st has solved all the problems provided with the correct results and using the appropriate troubleshooting steps. thus st can be said to have carried out the stage of doing a problem-solving plan based on polya stage. in the last stage of the re-examination stage, st does not write how to conduct a re-examination, but when the st interviews do explain how to re-check. thus st can be said to have gone through the stage of re-checking the problem solving based on polya stages. description of problem solving by medium achiever subjects are given 2 questions relating to the problem of profit and loss. the following explanation of the subject in solving the problem based on polya steps. (a) (b) figure 4. results of ss understanding problems a. problem about benefits, b. problem about disadvantage understanding problems based on figure 4 it appears that the ss can understand the problem given this can be seen from the ss answers that write down what is known and asked of the question. to know the understanding of ss in depth then do the interview, according to ss known from problem (a) is 30 kg and with price of rp20.000 kg then 20 kg of them resold with price rp25.000 per kg and the rest sold with price rp22.500 per kg. while that is known from the problem (b) is ratna buy 10 durian fruit at a price of rp35.000 and sold at rp45.000 but there is a rotten 3 pieces. ss also explained that from question (a) asked is how much profit obtained and problem (b) is how much loss suffered. based on the explanation of ss through interviews it appears that the ss is able to expose all sufficient terms and conditions necessary to work on the problem, and can mention what is known and that is asked from the problem appropriately so that ss can be declared to have gone through the stage of understanding the problem. planning in writing the ss does not write in making a problem-solving plan, but after ss interviews can explain in making a problem-solving plan. according to the ss the number known is multiplied by each price per kg of fruit. based on the ss description, it appears that the ss has been able to plan for problem solving. thus it can be said that the ss can go through the planning phase of problem solving, the next stage is the stage of doing problem solving. yeni candra vilianti, et al. / international journal of active learning 3 (1) (2018) 29 planning when interviewed the ss said "my answer is not there because it is not careful." this is very interesting because during the interview ss can explain that when solving the ss problem is not accurate so the result of ss problem solving in writing is not correct, but ss realized if the result of the solution is not true and the ss can explain back correctly and correctly through the interview. (a) (b) figure 5. results of ss written test on planning to solve problem a. problem about benefits, b. problem about disadvantage in figure 5 ss has been able to do the planning well and has done the calculation in solving the problem, only the final result is not accurate. to find out more why the answer was wrong then the interview was done again, ss realized that the answer he was doing was wrong due to miscalculation and forgot to solve it. but when asked to explain again, ss can solve the problem correctly and correctly. based on the ss's explanation through an interview conducted by the ss explaining that the ss is not careful in solving the problem and after the ss explained it appears that the ss actually can solve the problem and can solve the problem correctly. thus the ss can be said to plan and do the planning well although in the process ss can explain through interviews and explanations given the ss can answer the problem appropriately. rechecking in the next stage of the re-examination stage, ss also did not conduct re-examination. based on the explanation of the ss through interviews conducted, the ss said that the ss is less thorough in the problem but after being asked to explain the ss can answer correctly the results of the matter about loss. at the last stage of the re-examination stage, ss does not conduct a re-examination. thus it can be said that the ss has not conducted a re-examination based on polya stage. ss in solving the problem has not met all the indicators at the polya problem solving stage. ss is only able to go through the stage of understanding the problem of profit although in depth interviews ss can work on the problem correctly about the benefits. for the problem of the loss of the ss is able to go through the stage of understanding and planning the problem solving, for the stage of planning ss does not do well because it is still not regular in doing so the final result of problem solving is less precise and not check back the problem done but in the process after ss interview can explain correctly in solving the problem. this is because ss is not careful in solving the problem. from the two problems done by the ss it yeni candra vilianti, et al. / international journal of active learning 3 (1) (2018) 30 can be seen that consistency in the planning stage of splitting up to the re-examination stage of the ss did not perform well, this is because the ss is not careful in solving the problem even though in the process ssat interviewed ss realized his mistake and can explain correctly problem given. description of problem solving by low achiever subjects are given 2 questions relating to the problem of profit and loss. the following explanation of the subject in solving the problem based on polya steps. (a) (b) figure 6. results of st written test on understanding problem a. problem about benefits, b. problem about disadvantage based on the picture 6 sr can not understand the problem well given, it can be seen that sr can only write down what is known from the problem and sr did not write down what was asked, to know deeply then conducted an interview on the understanding of sr in solving the problem. according to sr that is known from the problem is a big advantage and so also with the questioned is the big advantage, from the explanation of sr through interviews conducted, it appears sr is still confused in understanding the problem. according to sr's explanation that what is known and what is asked is the same, it can thus be said that sr has not been able to understand the given problem. planning the next stage is the planning phase of problem solving. at this stage sr can not get through it well, it can be seen in figure 7 (a) that sr does not plan the price of the sold fruit from the rest. in figure 7 (b) sr is still difficulty in determining how to solve the problem. thus sr can be said not yet through the planning phase of the solution, so for the next stage can be ascertained that the sr has not been able to pass it well. yeni candra vilianti, et al. / international journal of active learning 3 (1) (2018) 31 (a) (b) figure 7. results of st written test on planning to solve problem a. problem about benefits, b. problem about disadvantage sr in solving the problem has not met all the indicators at the polya problem solving stage. sr is not able to go through the stage of understanding the problem on both questions, this is because sr does not have a good plan and difficulty in determining how to solve problems so as not to get the results of problem solving correctly. discussion polya states that understanding the problem means that students can determine what is known and asked. the high-ability and moderate subjects in this study can understand the problem given, they can mention what is known and asked, so this research is in line with the polya step. while a low-ability subject can not understand the problem given properly. highly and moderately capable subjects can go through the stages of making a plan that can use information from the known and asked. for low-ability subjects do not plan for troubleshooting. lowability subjects still have difficulty in using the information obtained to make the next move. highly capable subjects can do a problem-solving plan properly and use the steps regularly. subjects capable of being able to do the planning well and perform calculations in accordance with the planned, then the subject is capable of performing a good problem-solving plan even though the written answer is not accurate but when interviewed in depth the subject can explain the answer correctly. low-ability subjects do not plan the problem. based on research conducted tangio (2015) states that students with a high predicate able to solve the problem of the problem systematically and correctly and obtain the correct results, while the predicate is showing that students are able to solve the problem of the problem given systematically but not accurately or the student able to solve the problem of the problem but the result is wrong then for the low predicate indicates that in the student problem solving erroneously in determining the settlement steps and results penyelesaiannyapun mistaken or the student does not at all solve the problem of the given problem. high-ability subjects did a re-examination of the problem solving done, explanation of the subject in doing a re-check described in the interview. furthermore, the subject of moderate and low ability does not perform steps to re-examine solving the problem solving. this makes the subject is not careful in solving the problem. based on zaif's research, et al (2013) stated that students' weaknesses are in the reexamination stage because students are more rigid in the way teachers teach without developing a way to solve a problem in their own way. yeni candra vilianti, et al. / international journal of active learning 3 (1) (2018) 32 based on research conducted by tarigan (2012) found that students with sufficient reasoning ability and high will produce good problem solving, while students with low reasoning ability will result in problem solving that is less good. meanwhile, according to research results tangio (2015) found that students' math problem solving skills are still moderate and there are factors that affect each indicator of math problem solving ability. conclusion based on research done can be concluded that ability in problem solving each subject differ from one to another. moderate students can only go through 3 stages namely, understand the problem, make plans and make plans. this student can not solve the problem correctly and there is an error in the calculation. low-ability students can not pass through all stages polya, because this student does not understand what is known and asked from the problem so that in the next stage can not be through it. it is hoped this research become one of the reference to optimize student problem solving ability. for other researchers may use this research as a basis in conducting classroom action research or other research. references depdiknas. 2006. kurikulum tingkat satuan pendidikan (ktsp) 2006. mata pelajaran matematika. jakarta: departemen pendidikan nasional. harlinda, dkk. 2014. analisis berpikir kritis siswa dalam pemecahan masalah matematika berdasarkan polya pada pokok bahasab persamaan kuadrat. jurnal elektronik pembelajaran matematika. vol 2, no 9, hal 899-910. herman, tatang. 2000. strategi pemecahan masalah (problem-solving) dalam pembelajaran matematika. jurnal pendidikan metematika fpmipa upi. ifanali. 2014. penerapan langkah polya untuk meningkatkan kemampuan pemecahan masalah soal cerita pecahan siswa kelas vii smp n 13 palu. jurnal elektronik pendidikan matematika tadulako. vol 01, nomor 02. lidinillah, dindin abdul m. 2008. strategi pembelajaran pemecahan masalah di sekolah dasar. jurnal pendidikan dasar. nomor 10. nurhayati. 2013. penerapan langkah-langkah polya untuk meningkatkan hasil belajar siswa dalam menyelesaikan soal cerita himpunan di kelas vii smp nasional wani. jurnal elektronik pendidikan matematika tadulako. vol 01, nomor 01. polya, g. 1973. how to solve it.(a new aspect of mathematical method). stanford university. garden city, new york rudtin, nur afrianti. 2013. penerapan langkah polya dalam model problem based instruction untuk meningkatkan kemampuan siswa menyelesaikan soal cerita persegi panjang. jurnal elektronik pendidikan matematika tadulako. vol 01, nomor 01. tangio, nur fatmawati. 2015. deskripsi kemampuan pemecahan masalah matematika pada materi soal cerita penjumlahan dan pengurangan bilangan bulat dikelas vii smp negeri 1 tapa. universitas negeri gorontalo. program studi pendidikan matematika tarigan, devy eganinta. 2012. analisis kemampuan pemecahan masalah matematika berdasarkan langkahlangkah polya pada materi sistem persamaan linear dua variabel bagi siswa kelas viii smp negeri 9 surakarta ditinjau dari kemampuan penalaran siswa. tesis. digilib.uns.ac.id. surakarta. program studi pendiidkan matematika program pascasarjana universitas sebelas maret. zaif, athar dkk. 2013. penerapan pembelajaran pemecahan masalah model polya untuk menyelesaikan soal-soal pemecahan masalah pada siswa kelas ix smp negeri 1 jember semester ganjil tahun ajaran 2012/2013. jurnal pancaran vol 2, no 1, hal 119-132. 33 ijal 3 (1) (2018) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal nationalism in indonesian literature as active learning material esti ismawati postgraduate program of universitas widya dharma klaten, indonesia info articles ___________________ history articles: received 23 february 2018 approved 11 march 2018 published 1 april 2018 ___________________ keywords: teaching materials, nationalism, indonesian literature _______________________ abstract ____________________________________________________________ this research purpose was to identify and to find elements of nationalism in indonesian literary works as teaching materials. the research method was descriptive inferential. indonesian literary works that were identified included literary works of balai pustaka, pujangga baru, 1945, 1966, and the contemporary. from the results of the study, it could be concluded that the work of indonesian literature since the dutch colonial era ranging from balai pustaka to the work of literature nowadays (contemporary) contained the values of nationalism. it can be concluded that the values of nationalism in indonesian literary works emerged since the dutch colonial era, although they were symbolic. along with the growing values of nationalism among indonesian youth, even in the literary works the values appeared more explicit, more daring, and not just symbolic. these results need to be taught to sla students using active learning. this research recommended the need for easy-to-digest nationalism teaching materials in order to realize the character of nationalism among learners. how to cite ____________________________________________________________ ismawati, e. (2018). nationalism in indonesian literature as active learning material. international journal of active learning, 3(1). © 2018 universitas negeri semarang  address correspondence: jalan ki hajar dewantara, klaten utara, karanganom, klaten utara, kabupaten klaten, jawa tengah 57400 e-mail: ibu_esti@yahoo.co.id p-issn 2528-505x esti ismawati / international journal of active learning 3 (1) (2018) 34 introduction the world is in crisis: environmental crises, economic crises, life-meaning crises, moral crises and other crises. religion does not help because it stops at the ritual form, not entering into meaningful meaning (lemhannas, 2015). there is an imbalance in life, and it attacks vulnerable groups of identity, i.e. sla students. the cause is that there has not been nationalism character among indonesian adolescent yet (ismawati, 2015) meanwhile, the implementation of character education in the curriculum can be through (1) integration in the subjects, (2) integration in local content, and (3) self-development activities (kemendikbud, 2011). this study focuses on (1) the integration of character education, especially the character of nationalism in the teaching of indonesian literature through animated movies. it must be acknowledged that until now in indonesia there is no adequate concept and system to build character through education. there is no concept and practice of character education that can be an instrument for managing diversity (the art of managing diversity); how various tribes, languages, cultures, religions, and traditions of the society do not collide with each other but instead complement and complete each other (rahayu, 2012). on the other hand, injustice and social inequality occur everywhere (norhayati, 2016). this condition is caused by the lack of a sense of nationality. from the results of 2014 and 2015 of hibah bersaing, competing grant (ismawati, et al. 2015), it is also known that of the 18 characters that must be learned at the sla level there are still four characters that have not been massively owned by students: fondness of reading, curiosity, hard work, and the nationalism. this research focused on internalizing the character of nationalism in high school, vocational and madrasah aliyah (ma) students through active learning approach. the yellow light of our national defense, according to lemhannas ri, warning discussed in the tvri talk show on monday 22 february 2016. there were several threats of our decaying nationalism through a very serious culture, such as terrorism/ radicalism, drugs, lgbt, and the creation of conflict by the western world, the threat of pancasila as ideology, the threat of national products if it is not competing in the free market (afta), and so on. the victims would be the children who made up about a third of indonesia's population of approximately 80 million. among the 80 million indonesian children who were seriously affected are high school, vocational school (smk), and ma students because they are in the phase of identity crisis and tend to be easily attracted by various enticements. to overcome all the problems above smart approach is needed in learning the character of nationalism through the values of nationalism in indonesian literature. changing something must be constitutionally by authority. all it takes is to change the mindset of power, not authority-based power but cultural values-based power. indonesian literature from the balai pustaka generation until now presents values that can be used in learning to strengthen the value of nationalism. some of the main ideas related to the importance of this study are identified as follows: changing something must be constitutionally by authority. changing mindsets of power should not be authority-based power but cultural values-based power. the world is in crisis in the forms of environmental crisis, economic crisis, crisis of meaning of life, and so on. religion does not help because it stops at the form of ritual, not appreciation of meaning. there are worries. meanwhile, our national defense is fragile. there are physical and cultural threats. we offer smart approach with the nationality of the nation's children. nationalism should not fade or even disappear. how to make children in identity crisis (sma, smk, ma) interested in learning noble values, pancasila, nationalism, and so on: how to make children who are looking for identity are interested in learning the ideology of pancasila, the values of struggle, nationalism, and so on, with high interest and interest according to their mental age, with games, animated films, and so on in addition to lectures or textbooks. ahmad dahlan, hasyim ashyari, and other religious leaders have never taught terrorism, radicalism, killing those who are different from them, and the like. esti ismawati / international journal of active learning 3 (1) (2018) 35 theoretical study cultural values and nationalism in indonesian literature value is the essence of a thing, which causes it worth pursued by humans (driyarkara, 1975; suwondo, 1994). the values themselves actually closely related to kindness, goodness even more attached to 'respect' it; the 'value' is more directed towards 'attitudes towards something or a good thing'. meanwhile, ‘budaya’ (culture) refers to the mind. this word is derived from ‘budi’ (mind) and ‘daya’ (power), and after several meanings are already acquired, this has taken a new meaning as the “inner strength in its efforts towards goodness' or 'inner consciousness towards goodness”. culture is defined as “something that makes life better and worth living” (herusatoto, 1985). of the various terms of values and culture above, it can be concluded that the values of the culture is something of value, mind and intellect are worth, strength and awareness of value, all of which leads to goodness; all of which are deserved and worth pursuing. cultural values according to koentjaraningrat is the crystallization of the five main issues in human life: 1) the essence of human life, 2) the essence of human works, 3) the nature of man's position in space and time, 4) the nature of human relationships with the natural surroundings, and 5) the nature of human relationships with each other. some of the cultural values that need to be learned from indonesian literary works are the values contained in them. they reflect religious values, ethical values, social values, and other values that emerge with the changing times, social dynamics, and the development of science and technology (science, technology, and art). these values include the value of gender equality (egalitarian), the value of selfesteem (dignity), etc. the values can be used as an effort to adjust to the civilization of the world today, in the sense that humans have a mentality that can cope with high stress of life problems (koentjaraningrat, 1985). undoubtedly, in a literary work there are many values that human beings can use as beneficial inner selves enrichment for their lives. by reading and analyzing many literary works, we will get many values and then organize those values to be formulated into our philosophy of life and dedicate them to our nation and country, society, family, and ourselves. according to kbbi (2008), nationalism means (1) understanding (teaching) to love nation and country itself, the nature of nationality, more love for indonesia as a nation; and (2) an awareness of membership in a nation which potentially or actually together achieves, defends, and perpetuates the identity, integrity, prosperity, and power of the nation; fervor of nationality. the notion of nationalism as written by benedict anderson (imagined communities: komunitaskomunitas terbayang (imagined communities: reflections on the origin and spread of nationalism), anderson, 2008) is an idea of imagined communities. imagine that every member of a nation, even the smallest nation, does not know all the members of that nation. nationalism lives from the shadow of a community that is always present in the minds of every member of the nation. simply put, nationalism is defined as the love of the homeland, the love of its people, the love of its hero, the love of its products, its cultural love, and so on. to have nationalism means to have a love for his homeland, to have a love for his nation, to have a love for his language, his hero, his culture, a product produced by his own people, and so on with all its advantages and disadvantages. there is a close connection between the national press and the national movements as the successor to the ideas of nationalism. in line with the youth movement, the pioneered women movement, r. a. kartini, who called for the importance of education for women to raise the social rank of women who are considered low, was founded. women's organizations such as putri mahardika, sekolah kautamaan istri, dewi sartika, wanito utomo yogyakarta, indonesian women's association, istri sedar, istri indonesia and so on were also founded. these organizations then held a congress that instilled the fervor of nationalism (nationalism). esti ismawati / international journal of active learning 3 (1) (2018) 36 nationalism is a group of individuals who want to unite with other individuals with the impulse of the will and the psychical need. it is the highest allegiance that individuals give to nation and state. it is the unity of feelings and temperament arising from the similarities of fate. it is the result of political, economic, social, and intellectual factors at a certain level in history. indonesian nationalism is a national movement that arose in the indonesian nation to become an independent and sovereign nation. nationalism has several aspects, for example: political aspect. it is to subvert the political domination of imperialism and aim to eradicate colonialism. the socio-economic aspect of nationalism aims at eliminating social inequality and stopping economic exploitation. the cultural aspect aims to eliminate the influence of bad foreign culture, and to revive a culture that reflects the nation's self-esteem, which should be is equal to other nations. an important feature of the nationalism of asian african nations is the means of adopting a fervent resistance to western imperialist domination. the foundation for the creation of a change of society, especially from the perspective of regionalism, becomes the perspective of the whole nation through modern education, critical thinking, commitment to the progress of science and technology. there are two aspects: human dignity, and ideology which are more future-oriented. economic exploitation is extortion through the exploitation of natural wealth, monopoly, extorting the population. cultural penetration is the imposition of the population to follow foreign cultures. colonialism and imperialism sparked nationalism. feelings of destiny and solitude and determination to escape from invaders are the core of indonesian nationalism, born and grown in accordance with the course of history. nationalism in indonesian literature since the time of dutch colonialism in indonesia, poets or poets have actively instilled the values of nationalism in their work. the way and style of narrative nationalism in indonesian literature between a poet and another poet is very diverse and unique and interesting to be inherited to the younger generation now with very thin condition of its nationalism. some poets who donate works containing the values of nationalism identified through this research and their work would be immortalized in a book entitled indonesia di mata penyair (untaian ratna mutu manikam nasionalisme indonesia or indonesia in the eyes of the poets. nationalism in indonesian literature can be identified from the time of dutch colonialism, the ideals of the indonesians, the period of revolution, the era of independence, guided democracy, the manipol (manifesto politik, politic manifesto) usdek (uud 1945, sosialisme indonesia, demokrasi terpimpin, kepribadian indonesia or uud 1945, indonesian socialism, guided democracy, indonesian personality) nasakom (nasionalisme, agama, komunisme or nationalism, religion, communism), the old order, the new order, the repressive period and the silencing, the may 1998 riots, reformation era, gus dur era, sby era, until jokowi era. active learning active learning is a learning strategy of students through the optimization of intellectual, mental, emotional, social, and motoric activities, so that students or learners can master the learning objectives to be achieved. the concept used in the learning process of active learning is not just what students should learn but how students should learn it (learning how to learn). active learning indicators are (1) actively and mentally involved, (2) related to real life, (3) encouraging high-level thinking: critical, decisionmaking, problem-solving, creative, (4) serving different learning styles, (5) encouraging multi-way interaction, (6) using the environment as a medium or learning resource, (6) centered on students (learners). the role of the teacher or mentor is to monitor the learning process and provides feedback on the student's work (learners). about high-level thinking or complex thinking cohen presents four levels of the process: problem solving, decision making, critical thinking, and creative thinking (dbe2, 2010). esti ismawati / international journal of active learning 3 (1) (2018) 37 methods this research used descriptive inferential method by describing the values of nationalism contained in the indonesian literary work from balai pustaka up to the present generation. of course, the literary works of indonesia (especially poetry) whose numbers are infinite cannot be all studied. for that purpose, a set of samples represented the work of each generation. how to determine the work would be taken as a teaching material through the reading of the original text of the author and the reading of indonesian literary criticisms that can be found until today. the results of the study were described by the values of nationalism, and thus the literary works with nationalism values can be used as teaching materials for indonesian literature for high school, ma, and smk students. result and discussion a. balai pustaka generation (1920s) balai pustaka was represented by asmara hadi’s poem, "the fate of my land". as written in the history of literature, asmara hadi is a writer of the 1920s generation. at that time our nation was still colonized by the dutch. the fate of my homeland asmara hadi from the works written in the history of literature, asmara hadi's nationalism was still vague, hidden, expressed with symbolism, yet straightforward, as it is written in the poem below: panas yang terik datang membakar, lemahlah kembang hampirkan mati, tunduk tergantung bersedih hati, belumlah turun hujan dinanti, the scorching heat came burning, weaken the flowers are almost dead, in grieve descended, the awaited rain has not poured yet, in the lines above there is no idea of nationalism. the sentences are an opening to the desired situation. musim kemarau belum berhenti, angin bertiup belum bertukar. seperti kembang hampirkan layu, lemah tampaknya, rawan dan sayu, the dry season has not stopped, the wind blows has not been swapped. as the flower almost wilted, weak as it seems, prone and wistful, in these second lines asmara hadi still used symbolism. new to the following sentence it appears that the symbolism is none other than directed to our country, indonesia: esti ismawati / international journal of active learning 3 (1) (2018) 38 demikianlah 'kau indonesia, nasibmu malang amat celaka, hidup dirundung malapetaka, tidak mengenal rasa bahagia. thus you are indonesia, your misfortune is very wretched, life is plagued by calamity, know not glee. in the following sentence it appeared that the symbolism was none other than directed to our country, indonesia. the sentence was found in part two, which stated that optimism had already begun to exist, symbolized by the sun, as shown in the following lines: mentari datang menghalaukan malam, menyinarkan senyum penuh cahaya, dunialah bangun memberi salam, nyanyian yang merdu menyambut surya. lihatlah teratai di dalam kolam, tersnyum membuka kuntumnya, dia, menghamburkan harum ke dalam alam, pemuja pagi gemilang mulia. the sun came to the evening, shining a full smile of light, the earth that wakes up greeting, the melodious singing greets the sun. look at the lotus in the pond, smiling opening its petals, it, wafting scent to nature, the morning worshipers gloriously glorious. on the line below the poet's optimism has appeared. the sentence in question is: thinking about the fate of my homeland/ like morning sun/ independence would come again/ illuminates the land where i was born. memandang pagi menyedapkan mata, keraguan hati hilang semata, memikirkan nasib tanah airku. seperti mentari di kala pagi, kemerdekaan tentu datang lagi, menerangi tanah tempat lahirku. gazing at the morning eye, doubt in heart is gone, thinking about the fate of my homeland. esti ismawati / international journal of active learning 3 (1) (2018) 39 like the sun in the morning, independence certainly comes again, illuminating the land where i was born. overall this poem was full of symbolism. the symbolism used was the state of nature. this was because our country was still in dutch colonialism. declaring independence would obviously result in the writer's blocking and his work. therefore, symbolism was used, for example in the final sentence of the poem, "thinking about the fate of my homeland like a sun in the morning. independence certainly came again. illuminating the land where i was born.” there was a hidden expression. the meaning was once had felt the independence. and now he wanted independence to come again, to be enjoyed again. b. pujangga baru generation (1930s) pujangga baru generation was represented by mr. muhammad yamin’s poem entitled "indonesia tumpah darahku" (indonesia, my homeland). this poem still used symbolic language in expressing nationalism and amir hamzah’s poem entitled "hang tuah". indonesia tumpah darahku (indonesia, my homeland) muhammad yamin duduk di pantai tanah yang permai tempat gelombang pecah berderai berbuih putih di pasir terderai tampaklah pulau di lautan hijau gunung-gunung bagus rupanya dilingkari air mulia tampaknya tumpah darahku indonesia namanya sitting on the beach of the beautiful land where the wave breaks foaming white in the sand outspread there is an island in a sea of green the mountains shapes are nice circled the glorious water it seems the name is indonesia, my homeland mr muhammad yamin’s nationalism was still hidden, clothed in beautiful poetry. yamin showed nationalism with the worship to indonesia's homeland that indonesia had beautiful beaches beautiful, the sea is green, the mountains look beautiful surrounded by water. that was indonesia. lihatlah kelapa melambai-lambai berdesir bunyinya sesayup sampai tumbuh di pantai bercerai-cerai memagar daratan aman kelihatan dengarlah ombak datang berlagu mengejar bumi ayah dan ibu indonesia namanya. tanah airku look at the coconut leaves waving rustling sounds as close to esti ismawati / international journal of active learning 3 (1) (2018) 40 growing up on the beach, waves breaking keep the land seem safe to hear the waves come trembling father and mother earth chasing indonesia is the name. my homeland yamin's worshipping verse of the homeland still continues. the coconut leaves are waving, rustling. waves are chasing, that is my homeland indonesia. tumpah darah nusa india dalam hatiku selalu mulia dijunjung tinggi atas kepala semenjak diri lahir ke bumi sampai bercerai badan dan nyawa karena kita sedarah-sebangsa bertanah air di indonesia indian islands the homeland in my heart is always noble raised over the head since the self was born to the earth until the body and life are separated because we are one blood, one nation indonesia the homeland the nationalism of muhammad yamin in the poem entitled "indonesia tumpah darahku" contained the worship and flattery to the beautiful country. pride of the homeland within the poet cultivated a melodious verse with a natural humming around the beautiful land. beaches, mountains, waves, froth, showing the natural beauty of indonesia's homeland. the nationalism of today was still at the level of romanticism, a peaceful and peaceful colonial life because we were not yet aware of the self-esteem of the colonized peoples. the expression of poetry was still about the beauty of nature, not the expression of war for independence yet. pujanga baru generation (1930s) hang tuah amir hamzah selat melaka ombaknya memecah pukul-memukul belah membelah melaka! laksana kehilangan bapa randa! sibuk mencari cendera mata! "hang tuah ! hang tuah! di mana dia panggilkan aku kesuma perwira!" strait melaka waves breaking splitting-beating hitting esti ismawati / international journal of active learning 3 (1) (2018) 41 melaka! like losing a father relict! busy looking for souvenirs! "hang tuah! hang tuah! where is he please call me officer! " the nationalism of amir hamzah was implied inside the pride of the malay hero named hang tuah. he was a brave man who sailed against malacca's fierce sea. admiral hang tuah was a hero that is an inspiration for indonesian people’s army. c. 1945 generation 1945 generation figure was chairil anwar. chairil anwar’s nationalism was no doubt. almost all of his poems spoke of his people outside his love poems. in this reasearch, two poems were taken as samples, namely the poem entitled "krawang-bekasi", and the poem entitled "diponegoro". krawang-bekasi (chairil anwar) kami yang kini terbaring antara krawang-bekasi tidak bisa teriak "merdeka" dan angkat senjata lagi. tapi siapakah yang tidak lagi mendengar deru kami, terbayang kami maju dan mendegap hati ? we are that now lying down between krawang-bekasi cannot cry "merdeka" and carry weapons anymore. but who can no longer hear our roar, imagining us going forward and hearing the beating heart? the nationalism promoted by chairil anwar appeared explicitly and directly, and did not employ symbolism, as it appeared in the passage of poetry above and below: atau jiwa kami melayang untuk kemerdekaan kemenangan dan harapan atau tidak untuk apa-apa, kami tidak tahu, kami tidak lagi bisa berkata kaulah sekarang yang berkata or our souls soar for the victory of independence and hope or not for nothing, we do not know, we can no longer say you're the one who talked with a very high pride, chairil anwar adored indonesian national leaders, single tri, bung karno, bung hatta, and bung sjahrir, as seen in the following poem sentence: menjaga bung karno menjaga bung hatta menjaga bung sjahrir esti ismawati / international journal of active learning 3 (1) (2018) 42 looking after bung karno looking after bung hatta looking after bung sjahrir and chairil anwar advised the young generation to keep in mind the soldiers who had fallen on the battlefield, whose bones were already covered in dust. kenang, kenanglah kami yang tinggal tulang-tulang diliputi debu beribu kami terbaring antara krawang-bekasi remember, remember us whose bones are covered with dust thousands of us lied down between krawang-bekasi the expression of nationalism chairil anwar’s poem entitled "krawang bekasi" was really assertive, real. nationalism was interpreted as a real movement to fight against invaders and kept leaders from giving up. his words and sentences were full of morale, such as: imagine us moving forward and beating hearts, keeping on the line of statements and dreams, our souls soar for independence, and so on. nationalism in this poem was full of real movements, which eagered to keep the country's own glory. this statement applied also to the two poems chairil below: "diponegoro", and "perjanjian dengan bung karno" (“an agreement with bung karno”). diponegoro chairil anwar di masa pembangunan ini tuan hidup kembali dan bara kagum menjadi api in this development era you, sir, live again and the embers of adoration turn into fire diponegoro is a hero of javanese who valiantly fight against the dutch. so in this poem the poet says: di depan sekali tuan menanti tak gentar. lawan banyaknya seratus kali. pedang di kanan, keris di kiri berselempang semangat yang tak bisa mati in the front line sir, you wait quiver not. enemies so many, hundred times sword on the right, keris on the left wrapped in the fervor that cannot die esti ismawati / international journal of active learning 3 (1) (2018) 43 the nationalism of chairil anwar in this poem was very clear and did not use the words of symbolism, directly expressing these facts: an agreement with bung karno chairil anwar ayo ! bung karno kasi tangan mari kita bikin janji aku sudah cukup lama dengan bicaramu dipanggang diatas apimu, digarami lautmu dari mulai tgl. 17 agustus 1945 aku melangkah ke depan berada rapat di sisimu aku sekarang api aku sekarang laut bung karno ! kau dan aku satu zat satu urat di zatmu di zatku kapal-kapal kita berlayar di uratmu di uratku kapal-kapal kita bertolak & berlabuh come! bung karno gave his hand let's make an appointment i've been talking with you for a while roasted over your fire, salted by your sea starting from august 17, 1945 i stepped forward being close by your side i am now fire i am now sea bung karno! you and i are one vein in your substance in my substance our ships are sailing in your vein in my vein our ships are off & docked d. 1966 generation the generation of 1966 in this research was represented by toto sudarto bahtiar’s poem entitled "independence". kemerdekaan toto sudarto bachtiar kemerdekaan ialah tanah air dan laut semua suara jangalah takut padanya kemerdekaan ialah tanah air penyair dan pengembara janganlah takut padaku kemerdekaan ialah cintaku berkepanjangan jiwa bawalah daku kepadanya independence toto sudarto bachtiar independence is the homeland and the sea of all the voices do not be afraid of him esti ismawati / international journal of active learning 3 (1) (2018) 44 independence is the homeland of poets and travelers do not be afraid of me independence is my love for prolonged soul bring me to him toto sudarto bahtiar's nationalism in the poem entitled “kemerdekaan” ("independence") was a gentle hum of the meaning of independence, that we should not fear independence. that freedom was a prolonged love, which constantly upset the soul and brought us to the meaning of independence. e. the contemporary generation the contemporary generation in this research was represented by poet from pesantren (islamic boarding school), mustofa bisri, in poetry entitled "negeriku" and the legendary poet who was attacked by "petrus" in president suharto era, widji thukul, entitled "darah juang" (“the blood of the struggle”). in the poem entitled "negeriku" (“my country”), mustofa bisri gave a sharp criticism. his nationalism was manifested in the form of sharp criticism, as it appears from the following poem: negeriku mustofa bisri mana ada negeri sesubur negeriku? sawahnya tak hanya menumbuhkan padi, tebu, dan jagung tapi juga pabrik, tempat rekreasi, dan gedung perabot-perabot orang kaya didunia dan burung-burung indah piaraan mereka berasal dari hutanku ikan-ikan pilihan yang mereka santap bermula dari lautku emas dan perak perhiasan mereka digali dari tambangku air bersih yang mereka minum bersumber dari keringatku my country mustofa bisri is there a country as fertile as mine? rice fields which not only grow rice, sugar cane, and corn but also factories, recreational places, and buildings the richest furniture in the world and their beautiful birds come from my hut the fish chosen they to eat begun from my sea gold and silver their jewelry excavated from my mine the clean water they drink is from my sweat esti ismawati / international journal of active learning 3 (1) (2018) 45 in the above poem it seemed that our country was fertile and prosperous with abundant crops and the water sourced from the sweat of the people. this was a very sharp criticism from mustofa bisri. the lines below were more assertive: mana ada negeri sekaya negeriku? majikan-majikan bangsaku memiliki buruh-buruh mancanegara brankas-brankas ternama di mana-mana menyimpan harta-hartaku negeriku menumbuhkan konglomerat dan mengikis habis kaum melarat rata-rata pemimpin negeriku dan handai taulannya terkaya di dunia is there a country as fertile as mine? the masters of my people have foreign workers famous safes everywhere saving my treasures my country grows conglomerates and erode all the poor most leaders of my country and their relatives the richest in the world this was a fierce criticism. the workers worked with sweat pouring down but those enjoying the wealth are the tycoons and the leaders, along with their friends. they became the richest people in the world with laborers being extorted. mana ada negeri semakmur negeriku penganggur-penganggur diberi perumahan gaji dan pensiun setiap bulan rakyat-rakyat kecil menyumbang negara tanpa imbalan rampok-rampok dibri rekomendasi dengan kop sakti instansi maling-maling diberi konsesi tikus dan kucing dengan asyik berkolusi is there a country as fertile as mine? the unemployed are given housing salary and pension every month the poor donate the country without rewards the robbers recommendation given with a magic institution envelop header thieves concession given esti ismawati / international journal of active learning 3 (1) (2018) 46 rats and cats engrossed in collusion in a simple way, mustofa bisri’s poem "negeriku" expressed nationalism explicitly, interpreted as an honest and unpretentious expression about the condition of his nation. that his country was rich but full of irony where the masters and conglomerates who got all their property from their own country actually make the people as the poor, robber given recommendations, thieves given concessions, unemployed given housing and salary, rats and cats colluded. mustofa bisri’s nationalism was a voice that awakens conscience to be conscious of the state service to defend the motherland. darah juang (the blood of the struggle) widji thukul in a poem entitled "darah juang", widji thukul's work of nationalism is also stated explicitly by displaying a sarcastic diction. thukul states that: di negeri permai ini berjuta rakyat bersimbah luka anak kurus tak sekolah pemuda desa tak kerja in this exquisite country millions of people wounded thin children not going to school the village youth not going to work the people were full of sorrow, it means they suffer severely. the children were unkempt, underweight, and did not go to school. many village youth were unemployed and their rights were seized, shown in the following sentence: mereka dirampas haknya tergusur dan lapar bunda, relakan darah juang kami ‘tuk membebaskan rakyat their rights were seized evicted and hungry mother, let our blood of struggle free the people eviction and famine were still realities that could be seen every single day. this was our country, indonesia. thus, thukul reflected indonesian nationalism. and he promised as the following sentence: padamu kami berjanji padamu kami berbakti ‘tuk membebaskan rakyat to you we promise to you we devote esti ismawati / international journal of active learning 3 (1) (2018) 47 to free the people briefly, it could be said that this poem "blood of juang" wiji tukul openly declared his determination to free the people from seizing of their rights. here nationalism had thickened at the level of loving the people or his own brother who was tyrannized. nationalism as an active learning instructional material in the study of indonesian literature using nationalism teaching materials in the poems, active learning is characterized by the independence of teaching and learning activities. the teacher's job here is to provide literary materials containing nationalistic values, while the student's task in learning is to appreciate and interpret the values of nationalism in the work. the final result is discussed with the teacher by the teacher's reinforcement of the values of nationalism in indonesian literature. thus students get the values of nationalism massively and enjoyably, stress-free or pressure-free. conclusion from the analysis result, it could be concluded that the values of nationalism in the works of indonesian literature had emerged since the dutch colonial era (era asmara hadi, muhammad yamin, etc.) though they were merely symbolic. along with the growth of the values of nationalism among indonesian youth, in any literary work values that appear more explicit, more daring, not just symbolism (which can be read in the work of chairil anwar, toto sudarto, mustofa bisri, wiji tukul). in fact, the values of nationalism appear in the works of indonesian literature, from balai pustaka era until now. poems by asmara hadi, muhammad yamin, amir hamzah, chairil anwar, toto sudarto bahtiar, mustafa bisri, widji thukul discussed above contains the teachings of nationalism to ponder and continue to be preserved. the values of nationalism in indonesian literature can be used as teaching materials in order to strengthen the nationalist character among sla students. research on nationalism has been widely practiced, for example the nationalism of children outside java, but not nationalism in literary texts. this research raises the nationalism of indonesian literature that is explicit and implicit in their work, especially in poems. after further examination the authors feel proud of indonesian writers because they still have nationalism even in the state of being colonized. this study found the nationalism of indonesian literature since the dutch era of 1920s until now. this is the superiority of this study compared to research on nationalism in other realms outside of literary texts. references dbe2. 2010. pembelajaran aktif di sekolah dan kunjungan sekolah. tot nasional. jakarta: usaid. dbe2. 2010. pembelajaran aktif di perguruan tinggi. tot 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(2018). implementation of the values of entrepreneurship in students of sma negeri in dki jakarta. international journal of active learning, 3(2), 92-99. © 2018 universitas negeri semarang  address correspondence: email: sugi.sugiono.91@gmail.com p-issn 2528-505x sugiono, trisno martono, dewi kusuma wardani / international journal of active learning 3 (2) (2018) 93 introduction data from the central bureau of statistics in the year 2014, indonesia ranked the four largest population with a total population of 252.2 million, while in the first place is occupied by china with a population of 1392.5 million, second-order by india with a population of 1255.7 million and the third place is occupied by the united states with a total of 320.6 million. indonesia has a large population, a population has a strategic potential of if is viewed as a potential market share for the industry. united nations (maryati, 2015:125) mentions that indonesia will enjoy a demographic bonus in the period 2020 – the year 2030, meaning indonesia predicted would have a population of productive age are identical to the age of secondary school students the larger, this will have an impact on opportunities for indonesia to do the acceleration in the economy. based on the ideal expectation of the development of human resources (hr) in the productive age through high school education (high school) in indonesia is becoming a very important target. high school education is expected to give birth to graduates who qualified, capable of adapting to changes and able to compete on a global scale. bonus demographics must also be accompanied by equitable distribution of education and improving the quality of human resources is good, so the demographic bonus into a potential that can be maximized for the betterment of the country. it is a given that indonesia as a country with great potential have the opportunity to become a country with a developed economy. if looking at the opportunities that exist, the demographics to support the inception of graduates who have entrepreneurial soul, hence the need for policies that could encourage the creation of self-employment and empowering young entrepreneurs in an effort to support national development. high school level education in indonesia also has a challenge. if a reference data of the central bureau of statistics (2016) number of open unemployment based on the highest level of education in the period of 2011-2015 continues to increase at the level of secondary school. in the year 2011 high school graduates make a donation 2,376,254 amount of unemployment, then in 2012 has decreased the number of be 1,867,755 number of unemployment. however, in the period up to 2013 2015 continues to increase sequentially i.e., 1,925,660, 1,962,786 and 2,280,029. this increases need to be addressed in a serious relation to prepare graduates who are able to have competitiveness. in addition to the problem of unemployment in indonesia also faced problems of participation rates high school graduates to continue their education to the college level. director institutional kemenristekdikti, patmono suwignyo (republika: monday, november 20, 2017) said, currently there are 4,550 of colleges in both public and private. while the apk community get into college only amounted to 31.1 per cent of the population age range 19-23 years who have attended opportunity high. this is a weakness of the large number of colleges are there in indonesia, the impact is not proportional between the number of colleges with the participation of the community get into college. solutions to overcome the unemployment problem in particular social problems is improving the quality of human resources, creating jobs and growing the new develop entrepreneurship. prasojo (2010:97) and maryati (2015:127) mentions education be means in improving the quality of human resources who have the knowledge, skills and expertise. this points to get out of unemployment can be solved through the path of entrepreneurship education by strengthening education early on. li & liu (2011:202) states increased entrepreneurship and entrepreneurial education is the solution to the problem of the availability of jobs and the quality of workers. soomro & shah (2014:316) the impact of entrepreneurship education is one of the fundamental factors to help youth to understand and develop entrepreneurial attitude fosters. all entrepreneurship program, the goal is to assist students in developing the character and understanding of entrepreneurship, as well as getting the knowledge and skills of entrepreneurship (ruskovaara and pihkala, 207:2013). ghina (2014:341) to produce graduates becoming entrepreneurs depends not only on the material are given support, but also environmental factors. winarno (2009:130) and appointed (2011:4) states that are not yet optimal education entrepreneurship in internalize the values of entrepreneurship in students, so there is an indication of the sugiono, trisno martono, dewi kusuma wardani / international journal of active learning 3 (2) (2018) 94 entrepreneurial attitude has not formed properly. next look at this then, maryati (2015:135) looks at the need for policies that could encourage the inception of young entrepreneurs and empower them to support national development. need for synergies from all stakeholders to participate actively in raising public entrepreneurship, so that implies the establishment of entrepreneurial attitudes which will then support national development. with regard to the issue of research bridging education and entrepreneurship to achieve creating handicraft optimization in internalize the values of entrepreneurship to students. the result of the cultivation of the values is expected to support the establishment of the existence of attitudes in entrepreneurship. the script of academic entrepreneurship program (2016) there are at least 16 values entrepreneurship needs to be implanted to learners, namely honest, discipline, hard work, creative, innovative, independent, responsibility, teamwork, leadership, tenacious, brave risk, commitment, realistic, curiosity and communicative accomplishment will appreciate. sacred (2009:54) mentions to achieve high performance of an entrepreneur must have verbal communication ability (verbal communication), regulating and pressure (managing time and stress), set the individual decision (managing individual decisions), recognize, define and solve problems (recognizing, defining, and solving problems), motivate and influence people (motivating and influencing others), delegation (delegating), specify the destination and the articulation of a vision ( setting goals and articulating a vision), sense of self (self awareness), build teams (team building), and regulate conflicts (managing conflict). improving the quality of education needs to be done on an ongoing basis and sustainable. investigation by the explanation above need to photograph how the process of growing entrepreneurial values conducted by the school in order to prepare graduates who are competitive, then this article will be discussed about the implementation of the values of entrepreneurship on learners sma n in dki jakarta. method this research uses qualitative research methods, by using purposive sampling in determining resource. this study used a purposive sampling. yin (2011:88) mentions that qualitative research sample was chosen deliberately or called by purposive sampling. ritchie & lewis (2003:78) the use of purposive sampling, sample members were selected with the aim of representing the location of or in accordance with the type of the specified criteria. the sample unit was chosen because it has the characteristic or characteristics that make it possible to have explored and detailed understanding of the theme of research. extracting information through a semi structured interview activities and participatory observation. research conducted at the three schools, namely in dki jakarta high school n 61 jakarta, sma n 66 79 n and sma jakarta, jakarta. results and discussion implementation creating handicraft education values and entrepreneurship were investigated through three aspects of activity i.e., extra-curricular activities, school culture and learning activities. a. extra-curricular activities each school support the curricular, co-curricular activities where holds this activity aims at developing the interest and the talent of the students. extra curricular that can develop the ability of students in the arts, religion, science and sports. the results of the interview with the vice principal academic field which was held on wednesday, september 6, 2017, at 09.05 bst, claimed that looks for those who follow extracurricular learners more discipline, and have the ability in collaboration. amplified also from interviews with teachers creating handicraft subjects and entrepreneurship. interview with mother budi rahayu ppkwu teacher class 12, sma n 61 jakarta on wednesday, august 30, 2017. at 10.05 bst stated: sugiono, trisno martono, dewi kusuma wardani / international journal of active learning 3 (2) (2018) 95 "a lot. extra-curricular it cannot fund from school, so can only be moral support, a support fund of baseball. well, there are a lot of kids his entrepreneur woke up. whether it's selling a breakfast, the sale of which they could have been, pastel, the cake was in fact already build ". there is a compulsory extra curricular to students extra-curricular namely scouts, which revealed the results of an interview with the mother of fitri (representative of the curriculum) on wednesday, september 6, 2017, at 09.05 bst, which states that: "one of them, just last independent, creative, honest, thou. even in what is its name in scouting extra-curricular scouts education it right including strengthening the character actually was. why so scouts were mandatory. it echoes its shape in a strengthening of character as well. " apart from the description of teacher interviews with learners also gives an overview that shows the existence of a change in attitude of the learners, such as interviews with the dashing grade 11 from sma n 61 jakarta which mentioned that. "is there when in search of material, on the activities of the english club we are required to seek the material out of the box. that is different from the other and for example we create groups and groups that we are looking for things that are unique from one thing we look for undiscovered perspectives of others. in an excerpt of this interview results indicate that ccas give effect in developing the ability of learners to do with entrepreneurship that is creative thinking to find new things outside the mind of another person ". sma n 66 jakarta has 18 engaged in extracurricular arts, religion, science and sports, and also has an extracurricular activities directly related to the field of entrepreneurship, namely student company which is the extracurricular formed partnership with junior achievement indonesia which is external from the institution of the school. extracurricular activities contribute in making the formation of character for learners. learners who followed have more extracurricular activities than other learners. such a way of thinking, ability to socialize, an understanding of a field, and communicate. with a curriculum on monday, september 11, 2017, at 09.34 bst, which states: "if people already have the soul of a business there its soul also yes, if indeed the children extra curricular yes they did have a soul, it is at the moment learning indeed will certainly be more aggressive yes, active. than the usual friends. " then mother agus dwi sulistyaningsih as creating handicraft teachers and entrepreneurship revealed on monday, september 11, 2017 stated about the differences between learners who follow extracurricular activities extra-curricular and not following. "yes, there is a visible, noticeable difference. bringing this child so her character differs so much more. one more accountable, then of the more polite language, then from proved better, then his thinking patterns, the pattern of his thinking also was different from not following. in fact they are learning from the environment. their surroundings when they co-curricular again. " the impact of the following co-curricular activities perceived by students as well as the results of the interview with dody learners class xi states that, "if i make more rohis calm, if i so respect taekondo to seniors, if sc i know how to organize. " then lukman learners class xii gives a description of the impact of ri following extra curricular that is, "if it's anyway, i awoke to the sportsmanship and discipline only if i join ga basketball if sportsmanship and discipline already formed, because the father of my soldiers. " sugiono, trisno martono, dewi kusuma wardani / international journal of active learning 3 (2) (2018) 96 extra curricular school goes well there are 17 extra curricular existing in all schools. there is a mandatory extracurricular activities namely scout where in this extra-curricular teaches about self development and characters of the learners. there has been no extra curricular based entrepreneurship. the impact of co-curricular activities undertaken by learners, from the results of interviews conducted to learners danang stated that the impact of the following co-curricular activities: first sportifitas character value, surely that is both the cohesiveness between teams, the third patient in practice. then the interview with the goddess who is also a student from high school n 79 jakarta declared commented on the impact of the following co-curricular activities i.e. "yes we were rich more discipline in karate it right we must discipline. discipline time, keep power here also have to diporsir although the usual practice. but here we discipline and responsibility over time and we are taught how we keep one group of solidarity. " the existence of extracurricular activities help learners in the formation of attitude and character. the development of this attitude is visible when the learning process, for which the following extracurricular learners look more active and courageous in presenting opinions and ideas. wibowo (2011:64) mention that extracurricular activities are aimed to help the development of student needs, potential, talents, and interests them through activities specially organized by educators and educational personnel or capable and authorized at the school. according to mulyani (2011:5) extracurricular activities organized during this school is one of the medium's potential for the construction of the characters including the entrepreneurial character and quality improvement of academic learners. extra-curricular activities are expected to develop the ability and sense of social responsibility, as well as the potential and the achievements of learners. the drawback is not yet the existence of extra curricular based entrepreneurship, then here is need for the role of teachers and schools in mapping the potentials and interest learners who can then form a container of extra curricular based entrepreneurship. b. learning activities teaching and learning activities in terms of learning media, models of teaching and learning methods. learning media used utilizing information technology. the students allowed to find various kinds of information via the internet. this result is obtained from the interview process conducted on wednesday, august 30, 2017 at 13.43 bst with mother sri trust teachers creating handicraft subjects and entrepreneurial class 10. teachers use learning materials from a book published by the government. utilization of it also aims to arouse the interest of students in learning and facilitate learners in search of information. the fulfillment of this information due to the existence of a complete lack of information in the book school package from the government. teachers also make use of the laptop and infokus at any given time in providing subject matter. interview with mother budi rahayu ppkwu teacher (grade 12, sma n 61 jakarta, wednesday, august 30, 2017. at 10.05 bst stating, "the media more to the study of literature, because if the handbook just right, because in that book right directly poured four aspects. while in one aspect of it if in fact develop. so, they do better when the number one to study literature. so they were herded into one topic, they expand with subcategories of specific subject matter, then they catch up with the growing information, for example, are delivered in a class forum ". utilization of it also conducted by ira's mother, it is delivered by the mother of an ira from the results of the interview on monday, 4 september 2017. at 11.23 bst stating: "media most learning only from media ppt yes, broswsing children". later reinforced by the results of the interviews with the mother of agus on monday, september 11, 2017. at 08.22 bst stating, "obviously, yes, mas technology it's now going forward, we can source a lot from the internet, then i use the internet as a source. because of there kids can surf the one term searching for what the heck i wanted to know, the sugiono, trisno martono, dewi kusuma wardani / international journal of active learning 3 (2) (2018) 97 answer is everything is there than the possibility of the right if that book so reading system-averse, but right when on the internet it is a picture, there is a picture then there how do i make it all. catches made more attractive by the moving image is not bored. unlike we source it just from books read. " the utilization of the internet this information brings more varied and more. revealed in observations made on monday, august 14, 2017, the use of video tutorials from youtube can give directly to learners so that they can open up insights learners. learning materials for creating handicraft and entrepreneurial subjects proved not optimal. this is because of the availability of books is limited. the content of the book is monotonous and skimpy information and considered less relevant to conditions and circumstances that exist. then for the substitution of other books as well. need for a more detailed explanation of the related material should be given so that teachers can provide instruction properly. using it is also aimed at stimulating learners, where so that learners do not become bored because the lesson that uses only text. learners are given discretion in seeking information from various sources. teachers are given discretion in developing entrepreneurial aspect relates to the composition of the process or practice activity theory, in the implementation of the dominant teacher give practice. when the average presented a comparison between the theory and practice of 70% and 30%. the assessment is conducted evolves in three major aspects namely aspects of affective, psychomotor and cognitive. every teacher has a way of assessment of their respective views of the given material. the school also sets the default value that is the kkm. students perform experiments and digging information independently encourage learners to be more active. the results of the interview with ira's mother from the results of the interview on monday, 4 september 2017. at 11.23 bst stating "hmm, what it does, rather to the discovery learning yes so they instead of their trial practices they found turned out to have this kind of idea why bu had an idea so if the sale turned out to be this bu. from there, thus i feel what yes, maybe that creativity sometimes it does not appear by itself ya mas ya, the creativity that arises needs to be spurred or triggered well sometimes this way only each other. if i still see it more to those more trying it more eff ectively. " learning methods the method of his own previous discussion that begins with searching information from a variety of sources. the result of the search information is then discussed in a class forum makes the class more active. this was revealed from interviews with the mother of agus on monday, september 11, 2017. at 08.22 bst "i usually use a discussion of information, then i do what psychomotor activity practices, to craft made like yesterday when it was getting the results we discuss our activities such as evaluation, so yes it tends we practice so therefore should be worked on, so if the theory we no way, discussion and practice of information ". creating handicraft subjects and entrepreneurship in the process using the learning systems group. this view of the material taught and activities performed. the majority of the activities conducted were done with practice. the purpose of this group is also to make it easier for learners in the project-based learning process. learning group also has the goal of keeping the students more easily in completing a given project. this group learning provides benefits in the formation of the character of learners, values of honesty, cooperation, mutual valuing, commitment and responsibility. this school became the school inclusion where appropriate regulations applicable to each school in jakarta have the obligation to accept students in need. mixing in the process of learning groups will train learners to mutually support each other and train social sensitivity to learners. participants in need of this special gets equal treatment with other learners. on certain things learners need this extra attention from the teacher. this mixing also give a positive impact to the character formation of learner effort. where they should be able to adapt to a wide range of individual character and can learn to accept other people's shortcomings. sugiono, trisno martono, dewi kusuma wardani / international journal of active learning 3 (2) (2018) 98 rae (2004) and man (2012) support entrepreneurship learning places emphasis on the empirical nature of learning, the learning results of direct experience. creating handicraft learning and entrepreneurship should provide hands-on experience for the students, so the teacher will prefer the approach of learning experiences to learners. so that learners can apply knowledge, skills (skill), attitudes, and behaviors work (employability). c. cultural school school activities tadarus activities with the conditioning for muslim worship every morning, for which non-muslims and other religious activities for other religions. the other is the worship activities familiarize the learners for muslims to 30ru in congregation when 30ru zuhr. in this activity students are scheduled give a lecture seven minutes (kultum). this encourages learners as a process of conditioning for having the courage and the ability to communicate in public. interview with mother budi rahayu on wednesday, august 30, 2017. at 10.05 bst stating "it's to build up character yes, because its essential education is not just learning, but it's also more to the formation of their character. the formation of this character's two, positive and negative. what is the true school was formed. thus, positive cultures that were built at the school. starting from tadarus, meaning to build their spiritual character. continue reading literacy, build their character. so how does cache thought they woke up not only from books, but he could also read books other literacy. continue to line up, how he disciplined to line up waiting to be shaken, her teachers queue any time while viewing its attributes or not ". this was revealed from interviews with representatives of the curriculum on monday, september 11, 2017, at 09.34 bst: "tadarus it's conditioning us to approach our maker yes, which indeed should be conditioned from, right from conditioning conditioning that finally something positivearise from who we want. if sing indonesia raya evoking nationalism children grow back. because indeed had the boys justin yes, that was the one we were hoping for a good character of mambangun children. hablum minallahnya nice, hablum minnanasnya good ". in addition to the regular activities of the religious schools also conduct activities sing indonesia raya every morning before the start of the lesson. it aims to evoke a sense of nationalism from the learners. the principal and teachers welcomed students to the front gate of the school every morning and check their readiness in learning, especially to do with discipline in dress. this conditioning activities provide a positive impact in the formation of the character of learners, train the learners to keep discipline. when there are students who do not comply with school rules, then the learner worn point. school activities for the purpose of conditioning the formation of character the participant learners, either religious or nature of activities the activities to its nationhood.description of this activity resource provides a positive impact for the formation of character of learners, though still not provide the overall impact. the cultivation of the values of entrepreneurship through education, cambers (winarno, 2009:125) states that the dignity of the noble (dignity) should be built through the mental processes and rationality in education. conclusion conclusion of the research is the implementation of the values of entrepreneurship on the learners can be done through three activities i.e., extra-curricular activities, cultural and learning activities of the school. the third of these activities provide positive impact in fostering entrepreneurial values to learners. this is apparent from the results of interviews conducted, learners felt the change in her and the teacher sugiono, trisno martono, dewi kusuma wardani / international journal of active learning 3 (2) (2018) 99 can see a change in attitude that is reflected from 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(2017, march). a web-based portfolio model as the students’ final assignment: dealing with the development of higher education trend. in aip conference proceedings (vol. 1818, no. 1, p. 020063). aip publishing. wibowo, a. (2011). pendidikan kewirausahaan (konsep dan strategi). yogyakarta: pustaka pelajar. winarno, a. (2009). pengembangan model pembelajaran internalisasi nilai-nilai kewirausahaan pada sekolah menengah kejuruan di kota malang. jurnal ekonomi bisnis, tahun ke 14, nomor 2. yin, r.k. (2011). qualitative research from start to finish. new york: the guilford press. http://www.republika.co.id/berita/pendidikan/dunia-kampus/17/11/20/ozpyyo280-apk-perguruan-tinggi-tak-sebanding-dengan-jumlah-kampus http://www.republika.co.id/berita/pendidikan/dunia-kampus/17/11/20/ozpyyo280-apk-perguruan-tinggi-tak-sebanding-dengan-jumlah-kampus 154 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal english academic writing for the students of widya dharma university of klaten ike anisa, sukasih ratna widayanti universitas widya dharma klaten, indonesia info articles ___________________________ history articles: received 8 january 2019 approved 11 july 2019 published 1 october 2019 ___________________________ keywords: academic writing; vocabulary, grammar __________________________________ abstract _________________________________________________________________________________ english is an important that must be learn by the students in this time. learning english in every skill is basic for the students to be mastery. here, writing is one of the main skill in learning english which is conclude on productive skill in the ability of producing language. in the university, writing has the important role in mastering the complete skill of learning english especially in academic writing level. it has an aim that the students could write at least the paper in english. in the process of teaching and learning, it is found that the writing skill of the students was not satisfying. this research is described the problems faced by the students in mastering academic english writing in english education program of widya dharma university of klaten. in this research, the problems faced by the students is on the english vocabulary and the grammatical used in the sentences.  address correspondence: email: ikeanisa@unwidha.ac.id p-issn 2528-505x e-issn 2615-6377 ike anisa et al. / international journal of active learning 4 (2) (2019) 155 introduction english is the compulsory that must be mastery for the students. in communications english placed in the important thing to be mastered. here, not also mastered in communication but also it is important thing in education. in university, english is the main subject to be learned by the students. and it has an aim to preparing the students to be able to understand the references and literature which most of them are in english. besides, in this global era the students are hoping could be well compete with others. in english there are four skills which should be mastered by the learners such as; listening, reading, speaking, and writing. and here, writing is the most difficult for the students to express their ideas and thinks. writing is an essential skill that becomes a complex skill to master for the learners because writing is a productive skill that deals with the way to generate and organize the ideas. according to nunan (nunan, 2003: 88) writing is the mental work of inventing ideas, thinking about how to express them, and organizing them into statement and paragraphs that will be cleared. writing becomes an important language skill because it is productive skill that shows how skillful the students is in writing and discovers the talented students in this field (harsyaf et al, 2009: 4). here, writing is the difficult one for the student. it is not easy for the students to write the text or article in english properly. it is proved from the students work, which found that the problems were related about vocabulary, grammar, and topic. vocabulary is all about words in a language or a special set of words which are trying to learn. furthermore, the students got difficulty in arranging the words into correct sentence, let alone making the sentences to be logical and systematic paragraphs. based on the finding above, it can conclude that the students in in widya dharma university of klaten have difficulties in academic writing. concerning with the importance of the academic writing for the students, the writer interested to analyze the difficulties faced by the english education students in writing using english. literature review a brief view of writing according to harsyaf, nurmaini and zakhwan (2009: 3), writing is transforming thoughts into language; it means that writing that the learners have to think the main idea of the topic and the learners arrange the idea into a written text. it is also stated by nunan (2002: 88) that writing is the activity of organizing the ideas or message, inventing ideas, thinking about how to express them and write into statements and paragraph. furthermore, harmer (2004: 4) states that writing is used for a wide variety of purpose it is produced in many different forms. writing can help the students to build the critical mind. by writing the students learn how to arrange their experience in words. students usually have more time to think in writing than they do in oral activities. moreover, in writing could encourage students to focus on language use and accurate, because they thing as they write. it may stimulate language development as they resolve the problem which the writing put into their mind. a brief view of academic writing academic writing is the important think from writing which is needed to focus in the university. there are many names for academic writing such as; essay, paper, research paper, etc. even though, those names has the same principal and goals (whitaker, 2009: 2). thais and zawacki (2006) gave definition that academic writing is as a writing which fulfill the goal in every part of education, whether in school or university. then it can be conclude that academic writing has an aim to increase the skill and education in writing, especially english writing. principles of teaching writing according to nunan (2003: 92-94), there are four principles for teaching writing, those are: ike anisa et al. / international journal of active learning 4 (2) (2019) 156 1. understand your students’ reason for writing the biggest dissatisfaction with writing is when the lecturers’ goals do not match with the students’ goal. it is important to understand both and convey goals to students in ways that make sense to them. 2. provide many opportunities for students to write practice writing should provide students with different types of writing well. short responses to reading, journal entries, or any type of writing. 3. make feedback helpful and meaningful students crave feedback on their writing, yet it does not always have intended effect. when writing comments on students’ paper, make sure to understand the vocabulary symbols that you use. 4. clarify for yourself, for your students, how their writing will be evaluated students often feel that evaluation of their writing is completely subjective. one way to solve that feeling is to develop a statement for our self about what is valued in student writing, either in the classroom or in the institution as a whole. methods research design the type of this research is qualitative research in the form of case study. according to berg (2001) said that quality refers to the what, how, when and where of thing, its essence and ambience. qualitative research, thus, refers to the meanings, concepts, definitions, characteristics, metaphors, symbols, and descriptions of things. and here, the research is qualitative because it describes further about the students academic writing of widya dharma university. in this research, the researcher put her position as the observers and examined what happens. in other words, the researcher studied the people’s behavior naturally. in this case, the researcher concerned on how is the english academic writing of the students of widya dharma university of klaten. research setting and subject this research was conducted at english education study program of widya dharma university of klaten. it is the place where the researcher works as an english lecturer. therefore, this research was conducted at the fourth semester students of english education study program of widya dharma university of klaten in the academic year of 2017/2018 which consisted of one class. data and source of data the data in this research were in form of detailed information collected from variety of data collecting procedures over a sustained period of time (stake, 2010). the qualitative data was obtained directly from; 1. participants as creswell (2009: 54) defines that population as people who can answer the problem statements of the research. in this research, the participants were selected from fourth semester students of english education study program. 2. documents these source provide valuable information in helping researcher understand main phenomena in qualitative studies. the documents used in this study are students test in writing which is collected to the lecturer. data collection technique this research applied methods to collect the data. they were observation, and documentation. by doing the methods, the researcher gained some information needed which deal with the students’ problem in doing english academic writing. here, the researcher conducted direct observation for certain time. in this method, the researcher observed the students writing. then, the documentation also collected as the data. the researcher collected the students’ worksheets and teaching syllabus to get some information in relevance of students’ problems in writing english. ike anisa et al. / international journal of active learning 4 (2) (2019) 157 data analysis technique the technique of data analysis in this research is descriptive analysis. using this technique, the researcher collected, arranged and presented the data. the qualitative method is a kind of research without using any calculation or statistic procedures. the scheme adopted by the researcher from miles and huberman in sugiyono (2007), from the data collected by the researcher was doing observation and documentation to be presented in field notes and documents. then, the data reduction is summarizing, choosing the points, to focus on the important matters, in order to find the pattern. furthermore, the data were organized and managed for they needed to be understood. and here, the researcher presented the data in the form of descriptive qualitative ones. finally, the conclusion is needed to develop the researcher’s carefulness and even carry out wider on other groups of data. results and discussion writing put the important position in academic literary. here, academic writing becomes important thing to learn for the english education study program students of widya dharma university of klaten. even though, it is also become the big problem for them to make writing especially academic writing. during learning writing, it found problems which faced by the students. it found that there are still limited vocabulary they are mastered, difficult to arrange the sentences into good paragraph and difficult to apply english vocabulary in sentences especially in academic writing. it found that the students still difficult to developing the topic. it shows from the writing of the students which is has minimum details about the topic. and from the whole sentences it found that the sentences still not connected between each other. here, only few students who can write in details and coherence, and the others still got difficulties to made sentences and coherence in writing. it shows from the sample of student’s writing as follow: in the semester i took a lot of sks, because the past year i had to leave the lecture. i often come class grade level down, so do not be surprised so many friends close to me. i never mind the age of to a friends the origin of all just fine. from the writing above, it seems that the student got difficulty to arrange the sentences, make coherence writing, and it’s difficult to find appropriate vocabulary to express their ideas into academic writing. furthermore, it proved from the interview which said that they got problems in expressing ideas into writing. here, it found that the students have lack of english vocabulary and they got difficulty in applying tenses into writing. they often used dictionary to translate from indonesian into english by words. by doing this, it made the students often run out of time, so the writing becomes not coherence. also they always find the words from dictionary, so that the sentence that they wrote is miserable. it caused they are wrong in choosing the words that will be applied in sentences. the next problem is that the students are difficult to connect the ideas. their ideas mostly throwing backward so that the paragraph not coherence and not connected between each other. it caused they have problems dealing with the detail information about the topic. the students difficult to explain in details about the topic because lack of knowledge about the topic that they have write. moreover, dealing with the style of language, it found that the students still used blend tenses and don’t follow the rule of good academic writing. they still confused applying the tenses such as simple present tense, continuous tenses, and simple past tense. it caused that they are not using the tenses in continually, or sometimes they only used one tense to be understand. then finally on the mechanics which is dealing with the punctuation and spelling, it doesn’t find any significance error. ike anisa et al. / international journal of active learning 4 (2) (2019) 158 conclusion based on the finding, it can be concluded that academic writing is an important skill in english which is really needed to learn in deeply. unfortunately, it is difficult for the students to do writing in purpose. this research has aims to know the problems occur in learning academic writing. here, it found that the problems faced by the students are; limited the vocabulary, difficult to arrange the sentences in coherence. furthermore, this research hopefully can help the lecturers in teaching writing to be more creative and do some better in teaching academic writing. and for the students, it hopes enriched their writing ability in further. references berg, b. l. 2001. qualitative research methods for the social science. long beach: california state university. brown, h.d. 2001. teaching principles: an interactive approach to language pedagogy, second edition. new york: longman, inc. harmer, jeremy. 2004. how to teach writing. malaysia: longman. harsyaf, nurmaini, m and zakhawan. 2009. teaching writing. jakarta: ministry of national education. nunan, david. 2003. practical english language teaching. new york: mc graw hill. stake, r.e. 2010. qualitaitve research studying how things work. new york: acid free paper. thaiss, c. and zawacki, t. 2006. engaged writers, dynamic disciplines: research on the academic writing life. portsmouth, nh: boynton/cook, heinnemann. tutut nani prhatmi (2017). english academic writing bagi mahasiswa di institut teknologi nasional malang : hambatan dan solusi. seminar nasional inovasi dan aplikasi teknologi di industri, issn 2085-4218. 39 ijal 2 (1) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal diction in poetry anthology surat kopi by joko pinurbo as a poetry writing teaching material kun andyan anindita, soediro satoto, sumarlam master program in linguistics, sebelas maret university, indonesia info articles ___________________ history articles: received 19 february 2017 approved 11 march 2017 published 1 april 2017 ___________________ keywords: joko pinurbo; poetry; diction; stylistics _______________________ abstract ____________________________________________________________ this research shows the diction of joko pinurbo in ten letter-themed poetries in poetry anthology of surat kopi using a stylistic approach. the poetries included “surat cukur”, “surat kopi”, “surat kau”, “surat batu”, “surat pulang”, “surat libur”, “surat sarung”, “surat malam”, “surat senyap”, “surat kabar”. the stylistic approach was chosen because stylistics is one of the linguistic disciplines that studies the uniqueness or the isiosyncrasy of the use of language in literary works, especially poetry that can bring certain effects. this study used descriptive qualitative method. this type of qualitative descriptive research was used to describe the aspects to be described. the results of this study indicated that in ten poetries with the theme of the letter there were 4 types of diction used: denotative, connotative, concrete and abstract diction. the denotative and concrete dictions were widely used dictions in the ten poetries. the effect was it was not confusing for the reader because it is very minimal use of figurative language. the poetries were explicit and did not generate many interpretations but still promising the depth of meaning. thus, the ten poetries of joko pinurbo in this anthology could be used as a material for teaching indonesian literature for students. the simplicity of the poetries could ease the students to learn and to try writing their own poetries with uncomplicated dictions, such as denotative diction and concrete diction that did not employ many figurative languages. how to cite ____________________________________________________________ anindita, k. a., satoto, s. & sumarlam. (2017). diction in poetry anthology surat kopi by joko pinurbo as a poetry writing teaching material. international journal of active learning, 2(1), 39-49. © 2017 universitas negeri semarang  address correspondence: jl. ir. sutami 36a kentingan, surakarta e-mail: andyan.anindito@yahoo.co.id p-issn 2528-505x kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 40 introduction poetry is one type of literary works besides short stories and novels. suminto a. sayuti (2008: 3) states that poetry is a form of language expression that takes into account the aspect of the sounds in it, which expresses the imaginative, emotional, and intellectual experience of the poet drawn from his individual and social life; expressed by a certain choice of technique, so it can evoke certain experiences in the reader or audience. poetry itself is actually derived from poesis (creating), consisting of two things, namely the body and the spirit. the body in poetry can be interpreted syntactically, while the spirit in poetry can be interpreted semantically. dick hartoko (indriyana, 2015: 11) states that the syntactic elements were the physical structure of poetry or elements that can be seen, including: 1. diction, 2. imaging, 3. concrete words, 4. figurative language, 5. versification, 6. typography. while the semantic elements of poetry were the inner structure or meaning contained in the poetry that includes: 1. theme, 2. feelings, 3. tone and mood, 4. the message or moral value. what distinguishes poetry from fictions like short stories and novels is the form and use of the language. there is freedom of form in poetry that is not found in a short story or novel. if in a short story or novel a sentence must be written intact and end with punctuation, poetry has the free form. poetry does not have to finish a sentence directly, but can be cut and continued in the next paragraph, ended with punctuation or not which is called an enjambment. meanwhile, the use of language the elements of the language used in poetry are used as much as possible in terms, intensity and rhythm and also sound. the language in poetry is a language that is developed and has many possible meanings. this is different from the literal language used in short story or novel that can lead to one meaning as desired by the author. poetry can employ more freely manipulated the language elements. junus (1985: 131) states that poetry is not limited in the elements of meaning (of words, phrases, sentences, and discourses) as in prose. in studying prose, many look for more mind aspects within it. there is even a tendency to forget the sound element. language in prose is without sound but not with poetry. in fact, sometimes the beauty of poetry is seen as the beauty of sound. the development of the indonesian poetry tends to advance in certain periods. the trend can be seen from a historical perspective. pujangga baru poets, like j.e. tatengkeng or amir hamzah have different kinds of poems compared to poems of poets born after them like chairil anwar, whom by h.b. jassin is classified as angkatan 45 period, as well as with the poems of angkatan 66 and subsequent periods. chairil anwar's poetry is no longer bounded by rhymes as in pantun (pantoum) or lyric. it is free of all that. this is what makes the name of chairil anwar echoed as the pioneer of indonesian current poetry. in the next generation, there are w.s rendra, sutradji calzoum bachri, abdul hadi wm, goenawan mohamad, sapardi djoko damono, acep zamzam, afrizal malna, joko pinurbo, and several other names. each poet has his own distinctive language style and seems to be an icon in his writing style although he does not always write in such a style. the style of language is very noticeable, for example rendra’s poems are written in ballad, sutardji calzoum bachri with typography and mantra style, abdul hadi wm with his sufi style, goenawan mohamad with intertextual style which is inspired by the world of wayang as in the book collection his poem entitled asmaradana, sapardi djoko damono with his imagination about rain, afrizal malna whose poetry is typical of urban life, as well as joko pinurbo which is famous for its parody poems but have deep meaning. almost all great poets will have a place for their readers with the peculiarities of their style of writing although not always the poets mentioned write only in one language style or in only one theme. one of the poets who have a distinctive style in authorship is joko pinurbo. this is certainly an interesting research, besides his style of authorship, he is one of the poets who have received kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 41 several awards both in national and asean scale. joko pinurbo's prizes include satra lontar prize in 2001, the jakarta arts council’s buku puisi award in 2001, literature prize in 2001, literature award at the language center of the ministry of education and culture in 2002, equator literary award in 2005, literature of choice in 2012, and the last is kusala award for his poetry anthology entitled surat kopi. he also has published many poetry anthology, such as celana (1999), di bawah kibaran sarung (2001), pacarkecilku (2002), telepon genggam (2003), kekasihku (2004), kepada cium (2007), tahilalat (2012), baju bulan (2013), surat kopi (2014), selamat menjalankan ibadah puisi (2016), malam ini aku tidur di matamu (2016). joko pinurbo's poems are written in humorous, intriguing yet elegant style. cecep syamsul hari, a poet, in one of his essays published in media indonesia, april 19, 1998 has even stated that joko pinurbo's poems are rich with intelligent humor literacy, wild imagination, and parody. what distinguishes joko pinurbo from previous indonesian poets who have written similar poems is his rigorous way of thinking that is the characteristic of a philosopher. ayu utami in the epilogue of pacar senja is in line with the opinion of cecep syamsul hari. in pacar senja (2005: 151-152), she shows how joko pinurbo's poems are whimsical. this is possible because of its story-telling form. this form has a beneficial consequence for the poet, that is, the reader suspects a plot and an ending. from this not-so-conscious initial assumption, joko pinurbo steeres his mini-story to an unexpected plot and ending, hooking it up to a strange knots. these knots often hide themes that appear strangely like the symptom of nervous tension. discourses offered in joko pinurbo's poems are discourses about the body. this can be seen from two anthologies of his poetries, celana (1999) and di bawah kibaran sarung (2001). ignas kleden’s review in celana pacarkecilku di bawah kibaran sarung (2007: 213-214) expresses his admiration to joko pinurbo as he delivers things that are considered taboo in everyday conventions but with sympathetic and touching as in the story, song, or the prayer of mary magdalene, who on easter morning came to her master's grave and found that the tomb was empty. the body in the discourse of joko pinurbo's poems is not merely a locus for excitement and bodily fadness or as portrayed in the traditional view as the source of sin but also a representation of a hard regret, a reckless reproach: a complete metanoia. in his introduction to the book di bawah kibaran sarung (2001: xi), ignas kleden also said that the body is under the spotlight, studied with intense reflection, and given a double role, both as a sign (signifier) and as what is intended (signified). what is striking is the fact that the thorough and detailed observations of the body and parts of the human body, do not lead its poet to a detotalization of the body that could have an effect as pornography. in joko pinurbo's poem entitled surat kopi, such things are also still being encountered. it's just that there is a new discourse to be delivered by joko pinurbo about letter. in this anthology, there are ten letter-themed poems: “surat cukur”, “surat kopi”, “surat kau”, “surat batu”, “surat pulang”, “surat libur”, “surat sarung”, “surat malam”, “surat senyap”, “surat kabar”. the various discourses about letters in this anthology; poetries in surat kopi are restored to mean something that can convey the news. it can be about asking someone’s condition, telling about persona’s condition in the lyrics of the poem. the persona in the anthology of surat kopi looks very observant in seeing the various sides of life that is not only limited to personal views but also various issues of social life. departing from that this research begins, the view of life done by the persona in surat kopi will be studied about the selection of diction in this anthology. stylistics is chosen because it is one of the linguistic disciplines that studies the uniqueness or distinction of the use of language in literary works, especially poetry that can bring certain effects. this can be seen from the way the poet chooses diction composed as poetry. according to satoto (2012: 35), style is a typical way used by someone to express his self with his personal style. the way of such disclosure may include every kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 42 aspect of language: diction, figurative language, sentence structure, discourse forms, and other rhetorical means. the meaning of style in the broad sense may include the styles used by a group of authors, e.g. angkatan 20, 30, 45, 66, etc., covering a particular nation. this is in line with the opinions of wellek and werren (1989: 233) who suggest that stylists can describe the characteristics of periods and literary movements. ratna (2009: 3) states that stylistics is a study of style, whereas style is the typical way, how things can be expressed in a certain way, so that the intended purpose can be achieved maximally. in relation to the terms, it is necessary to mention other terms that seem to lack attention but in fact in the analysis process holds a large role, namely the figure of speech which can also be interpreted as metaphor or figurative language. figure of speech that dominates in a literary work, especially poetry, is metaphor. subroto (steinheur, 2009: 78) argues that the metaphor is an expression that reflects the author's creativity in processing the language for the benefit of a particular symbol or the interest of a particular expression so the one who is really creative is the language user (creator). basically, metaphors are created on the basis of similarity between two units or terms. the similarity can be the same shape or physical form, the similarity of character or even the similarity of perception. in the metaphor, the two terms or terms are expressed united without the use of a word which expresses a similarity, such as ‘as’, ‘as if’, ‘as though’, or a word ‘like’ itself. one term is treated as a tenor (something that is being discussed), another term as a vehicle (something where the tenor is compared). an understanding of the figure of speech can be initiated from the dictions chosen by the poet. in joko pinurbo's poetry anthology, there are 48 poems. to focus the research, not all poems will be studied. the poems studied are poems that have letter discourses, which are “surat cukur”, “surat kopi”, “surat kau”, “surat batu”, “surat pulang”, “surat libur”, “surat sarung”, “surat malam”, “surat senyap”, “surat kabar”. methods as the focus of this research, the style of language and the meaning of the letter in the joko pinurbo’ anthology surat kopi, the best form that can be used for this type of research is descriptivequalitative research model. this type of research emphasizes the inductive analysis process. it is called inductive because qualitative research does not analyze data after collecting them. in contrast, this type of qualitative research analysis is performed each time a datum is found or in other words, using the technique of referring to note. in addition, this type of descriptive-qualitative research is used to describe what aspects will be described. whether the description will explain the cause and effect of its social phenomenon and allocate its findings in the context (santoso, 2014: 46). chaer (2007: 11) describes the type of qualitative research. basically this research is done to develop theory, not to test the theory or in other words, this qualitative study to find new knowledge, or formulate a new theory based on data collected. this study also explains a problem, the problem of the research. thus, descriptive-qualitative type research describes a problem or problem that aims to find new theories and new discoveries about the data being studied or a problem researched by the researcher to find a new problem that will be a theory. result and discussions in accordance with the formulation of the problem, this study examines the dictions chosen by joko pinurbo in forming the poems in his anthology, surat kopi. diction can be defined as choice of words performed by the poet in his poems to create a certain effect. in this context the kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 43 meaning of denotation and connotation play an important role in helping to give an understanding of the wholeness of meaning to be conveyed by the poet. diction is derived from a latin word dicere which means ‘to say’. scott (1980: 170) states that diction means choosing and composing words in speech or writing. while the diction or choice of words according to barfield (pradopo, 1999: 54) is words chosen and arranged in such a way meant to cause or intended to cause an aesthetic image, then the result is called poetic diction. therefore, diction means to achieve poeticism, to obtain aesthetic value. keraf (2010: 24) states that the diction is downgraded into three parts: first, diction includes the meaning of which words are used to convey an idea, how to form the correct grouping of words or using appropriate expressions, and which style best used in a situation. second, diction is the ability to distinguish precisely the mood of meaning from the idea to be conveyed, and the ability to find a form that is appropriate to the situation and sense of value that the audience of the community has. third, proper and appropriate diction is made possible only by the mastery of majority of vocabulary. keraf divides diction into two kinds of meaning: connotative and denotative. according keraf (2010: 28-29), a denotative diction denotes to a particular referent, concept, or idea of a most basic referent to a word. while connotative diction is a type of word in which the stimulus and response contain emotional values. besides, keraf (2010: 90) also adds that a concrete (special) diction which is a reference diction to a specially directed meaning. concrete diction is intended to observe the image to be displayed. there is also an abstract (general) diction or diction which refers to a thing or a broad group of spheres (keraf 1998: 90). the words such as honesty, sadness and religion are examples of abstract diction, because the diction raises different ideas in every person. overall, poetries in surat kopi by joko pinurbo has four types of diction which are denotative, connotative, concrete, and abstract. here is the diction categorization table. table 1. the amount of diction in surat kopi poetry anthology no poem title the sum of diction denotative connotative concrete abstract 1 surat cukur 8 3 8 4 2 surat kopi 7 2 7 4 3 surat kau 4 0 4 4 4 surat batu 6 3 6 2 5 surat pulang 5 1 5 4 6 surat libur 4 2 3 4 7 surat sarung 8 3 8 4 8 surat malam 8 3 8 4 9 surat senyap 5 5 3 1 10 surat kabar 8 3 8 4 total 63 25 60 35 the table shows that the dominant dictions in surat kopi poems are denotive and concrete diction. this shows that joko pinurbo's poems in his anthology look very straightforward and employ a few figures of speech. the meaning was so clear that it is very difficult to allow the reader to interpret into another context. language style in joko pinurbo’s authorship can be said as the style of language in conventional short stories in general that very rarely use figurative language. joko pinurbo's poems are written naturally. what he wants to offer in these poems is the depth of meaning. the poems seem to invite the reader to momentarily re-think about the trivial and what often ignored by people, for example when writing about coffee as in the following poetry. kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 44 lima menit menjelang minum kopi, aku ingat pesanmu: “kurang atau lebih, setiap rezeki perlu dirayakan dengan secangkir kopi.” mungkin karena itu empat cangkir kopi sehari bisa menjauhkan kepala dari bunuh diri. five minutes before drinking coffee, i remember your words: "less or more, every bounty needs to be celebrated with a cup of coffee." maybe that’s why four cups of coffee a day can keep the head from committing suicide. there is no figure of speech play in the poem above. this is because the denotative and concrete dictions are the dominant dictions in the poem. the meaning seems explicit and there is no ambiguity. what joko pinurbo wants to offer in this poetry passage seems to be about the depth of meaning, especially in the context of bounty. readers seemed to be invited to celebrate whatever bounty received, it should still be celebrated or grateful. it is interesting that in celebrating it is by having a very simple thing: a cup of coffee. kopi (coffee) as a diction in this poetry plays an important role because earning money, something that most people are looking for, becomes secondary after the coffee, as it is mentioned in the poem's that whether the bounty is less or more, each of it needs to be celebrated with a cup of coffee. the poem is like satirizing about the bad habits of humans who prefer to calculate the amount of money they earned rather than being grateful or celebrating whatever it earns. coffee in this poem as intended as the ultimate goal in a person's search for things he wanted, for example bounty. the amount becomes unimportant in this poem and therefore the poet seems to invite readers to find their own "coffee". the invitation to give a price on something that is often missed by most people is also found in “surat pulang” as in the following. tenanglah. aku tak akan pernah mengharap oleh-oleh dari orang yang hidupnya susah. kamu bisa pulang dengan rindu yang masih utuh saja sudah merupakan berkah. pulang ya pulang saja. tak usah repot-repot membawa buah tangan yang hanya akan membuat tanganku gemetar dan mataku basah. calm down. i will never expect gifts from those whose lives are difficult. you can come home with undamaged longing is already a blessing. just go home. do not bother to bring any presents that will only make my hands tremble and my eyes wet. kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 45 in two stanzas of the poem above, figures of speech are not found, similar to the previous poem. if only it does not employ enjambment, it will have the same form as the short story. the dictions in this poetry are also mostly denotative diction. there is no other purpose and also ambiguity in it. there is also connotative diction like /buah tangan/ (gift or present, but it literally means the fruit of the hand) but it will not confuse the reader since the use has been common, even used by most people so it is less likely to elicit another interpretation of the diction. this diction is chosen to enrich the vocabulary and avoid the similarity of diction that has been used in the previous stanza i.e. / oleh-oleh / (gift). the diction of /mataku basah/ (my eyes wet) used in place of /menangis/ (cry). it can be seen that joko pinurbo does not verbose in the poem he wrote. this can be seen from the persona’s saying in the poem which directly expresses what is unwanted and undesirable about the return of ‘you’. in the ten poems of this research there are also concrete dictions which the amount is almost the same with denotative diction. the most fundamental difference between the denotative and concrete diction is in terms of visualization in the diction used. concrete diction demands more in showing how form or shape of the diction is. the difference of denotative diction and concrete diction is more clearly visible for example in the surat senyap: waktumu sebentar lagi habis, hujan. malam akan datang dan kau menjadi gema your time is up, rain. the night will come and you will be a repercussion there are two denotative diction, for example /malam/ (night) and /gema/ (repercussion). these are dictions that is included as denotative diction but cannot fit into concrete diction categories because /malam/ (night) and /gema/ (repercussion) do not have concrete form, though still most people have understood what night and the repercussion are. there are also connotative dictions found in ten poems in joko pinurb’s poetry anthology. connotative diction has meaning that cannot be understood directly by the reader. this is because of the figurative language that can be used to state something indirectly. that indirect expression according to riffaterre (1978: 2) is written by the poet because of three reasons: firstly, because of displacing of meaning; secondly, because of distorting of meaning; and thirdly, because of the creating of meaning. the replacement or transfer of meaning in the ten poems in surat kopi is primarily due to the personification and metaphor which is the variety of the figurative language. personification can be seen in several stanzas of the following poem entitled surat batu. aku suka duduk membaca dan melamun di atas batumu dan bisa merasakan denyutnya. kadang mimpiku tertinggal di atas batumu dan mungkin terserap ke dalam rahimnya. hujan sangat mencintaimu batumu dan cinta hujan lebih besar dari cintamu. aku senang melihat batumu megap-megap dicumbu hujanku. akhirnya batumu hamil. dari rahim batumu kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 46 lahir air mancur kecil yang menggemaskan. air mancur itu sekarang sudah besar, sudah bisa berbincang-bincang dengan hujan. i love to sit to read and to daydream on the top of your stone and able to feel its pulse. sometimes my dreams are left on your stone and may be absorbed into its uterus. rain loves your rock very much and rain’s love is bigger than your love. i am happy to see your stone gasping for my wishes. finally your stone is pregnant. from your stone womb born an adorable little fountain. the fountain is now big, can already talk with the rain. there are personifications in these stanzas. personification is a figurative language which attribute human characteristics to inanimate objects. it is especially visible in the sentence /kadang mimpiku tertinggal di atas batumu/ dan mungkin terserap ke dalam rahimnya.// (/sometimes my dreams are left on your stone/ and may be absorbed into its uterus.//) followed by the next stanzas /hujan sangat mencintaimu batumu dan cinta hujan/ lebih besar dari cintamu. aku senang/ melihat batumu megapmegap dicumbu hujanku.// akhirnya batumu hamil. dari rahim batumu/ lahir air mancur kecil yang menggemaskan.// air mancur itu sekarang sudah besar,/ sudah bisa berbincang-bincang dengan hujan. // (/rain loves your rock very much and rain’s love/ is bigger than your love. i am happy/ to see your stone gasping for my wishes.// finally your stone is pregnant. from your stone womb/ born an adorable little fountain.// the fountain is now big,/ can already talk with the rain.// other figurative language found is metaphor. the variety of language can be seen from the stanzas in the following poem entitled surat cukur. subuh tadi aku dicukur. aku didatangi tukang cukur gondrong dan gila. ia menghunus pisau cukurnya sambil mencengkeram tengkukku: “aku ingin membuat garis merah di lehermu.” di masa kecilku tukang cukur itu pernah menggunduli kepalaku di bawah pohon beringin, lalu mengantarkanku pulang dengan sepedanya. setelah itu aku tak pernah lagi melihatnya. sebagian rambutku sudah jadi rambut salju. jangan sedih. aku belum lupa cara berbahagia. dompet boleh padam, rezeki tetap menyala. di dalam cermin ada matahari yang pemalu. matahariku kecil saja dan tidak sombong. aku tak bisa melihat matahari kecilku kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 47 sebab ia sembunyi di belakang kepalaku. early dawn i was shaved. i was visited by a crazy barber with a long hair. he wielded the razor while grabbing my nape: "i want to make a red line around your neck." in my childhood the barber ever shaved my head bald under the banyan tree, then drove me home on his bicycle. after that i never saw him again. some of my hair has become snow hair. do not be sad. i have not forgotten how to be happy. the wallet may be empty, the bounty remains lit. inside the mirror there is a shy sun. my sun is just small and not arrogant. i cannot see my little sun because he hides behind my head. the metaphor in the poem are primarily found in the sentence /“aku ingin membuat garis merah di lehermu.”// (/"i want to make a red line around your neck."//). the red line in the verse of the poem can be interpreted as a scratch on the wounded skin that bleeds. other metaphor in this poem is also visible in the sentence /sebagian rambutku sudah jadi rambut salju./ (/some of my hair has become snow hair.//). the snow hair in the sentence is used to compare directly grey hair or whitened with the word /salju/ (snow) because that is the function of the metaphor, comparing two different objects without using the comparison expression. the following metaphors can be seen in these sentences: /aku tak bisa melihat matahari kecilku/ sebab ia sembunyi di belakang kepalaku.// (/i cannot see my little sun/ because it hides behind my head. //). the little sun that hides behind the head of the persona in the poem can be interpreted as a hair whorl located right in the center of the hair on someone’s head. it can be replaced as sun as the sun is the center of the solar system and the orbits that surround the sun can be equated to the hair that surrounds the hair whorl on the head. abstract diction is also found in some of joko pinurbo's poems although they are the least compared to other dictions. it is used to generate different ideas on everyone. an abstract dictionary exists in “surat kau” as in the following. kau tidak ada di tanganku ketika aku membutuhkan jarimu untuk menggubah gundahku. kau tidak ada di sarungku ketika aku membutuhkan jingkrunganmu untuk meringkus dinginku. kau tidak ada di bibirku ketika aku membutuhkan aminmu untuk meringkas inginku. kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 48 kau tidak ada di mataku ketika aku membutuhkan pejammu untuk merengkuh tidurku you're not in my hands when i need your fingers to compose my dismay. you're not in my sarong when i need you curling up in it to capture my cold. you're not on my lips when i need your amen to summarize my wish. you're not in my eyes when i need your closing eyes to embrace my slumber the abstract diction in the stanzas above can be seen in /gundahku/ (my dismay), /dinginku/ (my cold), and /inginku/ (my wish). these dictions put more emphasis on things that can only be felt by humans but has each criteria in accordance with what is perceived by a person. feeling upset, feeling cold, and wanting is a very personal feeling. conclusion this study came to the conclusion that the use of denotative diction in ten poems joko pinurbo’s poetry anthology surat kopi is quite intensive. the use of the denotative diction makes the poems seem explicit since it does not use many figurative languages. they seem simple but still promising the depth of meaning that makes the readers eventually invited to contemplate or rethink about the events built in the poems. thus, the poems in this poetry anthology can be used as a teaching material for indonesian literature which makes it easier for the students. the simplicity of the poems can ease the students to learn and try to make their own poems with an uncomplicated diction such as denotative and concrete dictions that do not employ much of the figurative language. stylistics of literary works seems to make an important contribution in analyzing literary works, in this case represented by poetry. this stylistic research describes the emerging and intensive dictions to express the peculiarities and the idiosyncrasy of the expression of language as a means of literature in order to create a certain effect of meaning. references chaer, abdul. 2007. kajian bahasa struktur internal, pemakaian dan pembelajaran. jakarta: pt rineka cipta. indriyana, hasta. 2015. seni menulis puisi. yogyakarta: gambang buku budaya. junus, umar. 1985. dari peristiwa ke imajinasi. jakarta: pt gramedia keraf, gorys. (2010). diksi dan gaya bahasa. jakarta: gramedia pustaka utama. mardikantoro, h. b., & maretta, y. a. 2016. language shift of javanese and its impacts on the transformation of samin community. man in india, 96(11), 4167-4180. kun andyan anindita et al./ international journal of active learning 2 (1) (2017) 49 pinurbo, joko. 2001. di bawah kibaran sarung. magelang: indonesiatera. ___________, 2005. pacar senja. jakarta: grasindo. ___________, 2007. celana pacarkecilku di bawah kibaran sarung. jakarta: gramedia pustaka utama. ___________, 2014. surat kopi. tasikmalaya: motion publishing. ratna, nyoman kutha. 2009. stilistika. yogyakarta: pustaka pelajar. riffaterre, michael. 1978. semiotics of poetry. london: routledge & kegan paul. santoso, riyadi. 2014. metode penelitian kualitatif kebahasaan. draf buku. solo: universitas sebelas maret fakultas sastra dan seni rupa. sayuti, suminto a. 2008. berkenalan dengan puisi. yogyakarta: gama media. satoto, sudiro. 2012. stilistika. yogyakarta: ombak. scott, a. f. 1980. current literary term. a concise dictionary. london: the macmilland press. steinheur, hein, dkk. 2009. panorama pengkajian bahasa, sastra, dan pengajarannya. surakarta: program s3 dan s2 pascasarjana dan fakultas sastra & seni rupa universitas sebelas maret. wellek, rene. warren, austin. 1989. teori kesusastraan. jakarta: pt gramedia. 33 ijal 4 (1) (2019) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal eli marlina, ratu ilma indra putri, darmawijoyo universitas sriwijaya, indonesia info articles ___________________ history articles: received 8 may 2018 approved 11 june 2018 published 1 april 2019 ___________________ keywords: problem type application volume cube and cuboid; high order thinking; development studies _______________________ abstract ____________________________________________________________ this research aim to develop a valid and practical problem high order thinking type application volume cube and cuboid based problem based learning for secondary school. this is a development studies with formative evaluation type. data collection technique include walk through, documentation, interview, test, and questionnaires. the prototype is valid qualitatively by validators that are expert. in aditonal expert have also stated that prototype is practical problem for. it has also been tested to eight grade student to know the quantitative validity and reliability of each item. this study result fifteen item exam high order thiking type application volume cube and cuboid based problem based learning for eight grade student. how to cite ____________________________________________________________ marlina, e., putri, r. i. i., & darmawijoyo. (2019). developing problem high order thinking type application volume cube and cuboid based problem based learning for secondary school. international journal of active learning, 4(1), 33-39.  address correspondence: email: elimarlina01@gmail.com p-issn 2528-505x e-issn 2615-6377 eli marlina et al., / international journal of active learning 4 (1) (2019) 34 introduction literacy mathematics is often translated as the ability to apply mathematics in various fields. mathematical literacy plays an important role in the digital age where information technology and knowledge develops dynamically. it shows the need for a learning approach that can shape the thinking patterns needed to interpret and critically analyze everyday situations, solve problems and evacuate the information presented to us. but the approach done by educators in schools has not been able to improve students' ability in everyday situations in solving problems. this is seen in the results timss and pisa 2015 still below the average oecd that is equal to 386. the trends in internationa mathematics and science study (timss) and the programe for international student assessment (pisa) is a test system initiated by the oecd organization to evaluate education systems from 72 countries around the world. every three years a 15-year-old student is randomly selected to take the tests of three reading, math, and science competencies once and every 4 years for timss by examining the mastery of mathematics and science. the results of pisa and timss that indonesia has followed since 2000 have not shown good results. indonesia still occupies the lowest position of many countries in attendance) according to lie thien (2015) shows that the 6 levels of ability formulated in the pisa and timss studies show that almost all indonesian students are only able to master lessons up to level 3 solving problems according to the procedure in sequence and selecting / implementing simple problem-solving strategies, while other countries involved in this case study reach level 4, 5 and 6. in pisa and timss tests, indonesian state is categorized as still at low-level thinking level that is to remember, understand and apply but not to develop high-order thinking skills that are analyzing, evaluating, and creating. the low pisa and timss results are certainly caused by many factors. according to zulkardi (2010) the cause of indonesian students have not been able to resolve the problem of pisa well is that students are not accustomed to work on pisa problems that are different from the usual form of questions tested in school based on realword problem. thus, a change in learning approach and problem-solving is needed to improve student's safety in everyday situations in solving problems. according to suradijono (2004), problembased learning is a learning approach whereby students do authentic problems with the intent to develop their own knowledge, develop inquiry and higher-order thinking, develop self-reliance and self-confidence. meanwhile, according to yamin (2012: 17) based learning problem (problem-based learning) is one of the innovative learning models that provide active learning conditions to learners in real-world conditions. with a good learning approach is expected to improve students' highorder thinking skills. high-level thinking according to the taxonomy of bloom is the ability that includes analysis, evaluation, and creation (anderson, l. w., & krathwohl, d. r, 2001). according to heong, et al (2011) higher-order thinking is defined as the wider use of the mind to find new challenges. this high-level thinking capability requires a person to apply new information or prior knowledge and manipulate information to reach possible answers in new situations. high-level thinking is thinking at a higher level than simply memorizing facts or saying something to someone just as something is delivered to us. wardana (2010: 1627) argues that high-order thinking is a process of thinking involving mental activity in an effort to explore complex, conscious and creative, conscious experiences to achieve the goal of acquiring knowledge that includes the level of analytical, synthesis, and evaluative thinking . one of the most widely used mathematical materials in everyday life and including the content content domain of timss and pisa is the volume of cubes and beams which is one of the geometry material. in addition, the learning objectives of cube and beam volumes that exist in the curriculum are limited to the students can calculate the surface area and volume of cubes, beams, prisms, and pyramids, but do not relate to daily life in problem solving (curriculum, 2006). so it can be assumed that the problem of cube and beam volume in the textbook has not included the demands of problem based learning that include the ability to find conjecture, analysis, generalization, connection, eli marlina et al., / international journal of active learning 4 (1) (2019) 35 synthesis, non-routine problem solving, and justification or verification. based on some of these opinions can be concluded that high order thinking (high order thinking skill hots) is a process of thinking that is not just memorize and relay information that is known. high-level thinking is the ability of students to solve new non-routine problems in exploring complex, reflective and creative experiences by using different approaches to existing tasks by linking, manipulating, and transforming existing knowledge and experience to think critically and creatively in the effort to make decisions and solve problems in new situations to gain knowledge that includes the level of analytical, evaluation, and creative thinking. some relevant researches include lewy, zulkardi, and nyimas aisyah (2009), which develops problems to measure thinking ability to provide results of the problems which are developed to be used to measure higher order thinking skills in number sequence and series. darwanto (2017) entitled development of mathematics teaching materials with pbl model to develop the ability of thinking kreratif on high school students with the results of research that students class x man showed the average results of learning test students showed good results that is beyond kkm, and also data analysis in the form of a response indicates that learners respond well, so that the development by using teaching materials that have been developed to develop creative thinking of learners. in addition ika pertiwi (2016) the development of mathematical problems characteristic of timss type problem solving on the topic of geometry measuring cube volumes and class viii blocks shows that students can understand the problem well, according to timss level with reliable questions of 0.7003. on the basis of this, in an effort to improve the learning process, researchers want to develop a matter of high order thingkin type of application of cube volume and block based problem based learning on the subject of cube and beam volume. this research combines from some previous research, if ika pertiwi develops math problem that focuses on the characteristic of timss hence the researcher develops about high order thingking type application to know the student's mathematical literacy in the problem that is cut down characterized by high level thinking. this study is limited to the volume material of cubes and blocks, the researchers hope there will be other studies that can develop this research. methods the type of this research is design research type development study (plomp, t., & nieveen, n., 2009). in this study, researchers developed a matter of high order thingking type of cube and block validation of valid and practical volumes, and used to find out the mathematical litersy in the development of this problem using the stages of the popularized addie (analysis-design-developimplement-evaluate) model in the 1990s by reiser and mollenda (branch 2009) stage analysis is a needs assessment process (needs analysis). in this stage, the researcher analyzes the need for textbooks used by students and teachers in learning, how teachers teach, and other learning resources that teachers use in relation to study of research materials. the technique is an interview with a teacher of mathematics with the aim to know the description of the characteristics of students and know the approach taken by the teacher during the learning process. design stage is done after student requirement analysis, by making design (blueprint) about high order thingking type of application. the problem questioning aims to help students train high order thingking skills especially in the cube and beam volume material. the design of the problem is made on paper using the stages of problem based learning (pbl) learning. the design process uses three aspects, namely: content / content, constructs, and language. that is validated by an expert. expert advice is used for design problem revisions. the responses and suggestions from experts on designs that have been made are written on the validation sheet as material for revision. development stage (development) development is the process of realizing the blueprints into reality. that is, at this stage everything that is needed or that will support the learning process should all be prepared. eli marlina et al., / international journal of active learning 4 (1) (2019) 36 implementation and evaluation. at the implementation stage, the problem has been created, set in such a way as to be ready to be implemented. prior to that, an assessment by the researchers themselves, counselors, and peers on the problem questioning were developed through problem-based learning called the first prototype. evaluation stage is the process to see if the problem being made is successful, in accordance with the initial expectations or not. once the product is ready, then the problem can be piloted in a small group then evaluated and revised. then the test can be done on large groups then reevaluated and revised so as to produce the final product that is ready to be tested on the subject of research. the evaluation stage can be done using the formative evaluation stage as follows: a) expert reviews. the design results on the first prototype developed on the basis of self evaluation given to the expert (expert review). this stage is named as a validity test to be evaluated in terms of content, contrast and language to the problem to be developed. b) one-to-one. the prototype was tested against three students having less, medium and high ability as a tester. this is done in the hope of seeing the practicality of design questions through observation of students in the use of questions. the results of this trial were analyzed to revise the first prototype. prototype 1 was also validated quantitatively and given to 15 students with varying abilities. then the researcher analyzes the items to test the validity and reliability of the saole grains. from the revision of expert review and one to one, and analysis of the item on the 15 students is called the second prototype. c) small group. at this stage the second prototype was tested on a group of students outside the class studied (consisting of 6 peer students non subject research). furthermore, the results of these trials are analyzed and discussed in such a way as to produce suggestions for revision in the form of student comments on the questions. the revised result is called the third prototype. d) field test. at this stage the third prototype as the final product tested tehadap a class of students of smp pusri class viiib2 as many as 21 students as research subjects. in this study is expected to see the potential effects of problems that have been developed. products that have been tested in the field test must meet the quality criteria that is valid in terms of content, constructs, and language as well as practical which means easy to use by students. results and discussion at this stage student analysis, curriculum and about the volume of cubes and pbl-based beams are developed. at all stages of the prototype, the researcher used a different class of viii students. the goal is to avoid leakage of problems or repetition of the problem on the same student. subsequent completion of draft initial rorotype (figure 1) of the problem to be developed. in stage one to one, researchers used 3 students of class viiib1 with various capabilities. then at small group, the researcher uses 6 students of class viiib1 with different students and with various capabilities as well. next in the field field test the researchers used 21 students of class viiib2. in this early stage also produces the instrument development tools that problem, the problem grid, problem device, problem cards, and the rubric of value. table 1. problem before revised problem before revised 10 an entrepreneur knows to make 10kg of tofu, if the wooden blocks are 40cm long, 40cm wide, and 2cm high, how many pieces of maximum tofu can be produced? expert review eli marlina et al., / international journal of active learning 4 (1) (2019) 37 expert review or expert test is a validation phase of prototype 1 qualitatively in terms of content, content, constructs and language. the problem device is consulted to experts and friends who have experienced in mathematics education as a validator. the prototype 1 validator process is done through two ways: face to face review and mail / mail (mail review). mail reviw involves one expert sugiman, m.si. while the face to face review of the expert involved is the teacher of mathematics at school ie utami yuliana, s.pd. one to one one to one test is tested after expert review. about prototype 1 was tested on three students with heterogeneous ability. students are required to work on the initial prototype. after doing the questions, students are given a questionnaire consisting of several questions about the problem that is done. the researchers then interviewed the students to confirm the questionnaire answers. in addition to validation on the expert and one to one, prototype 1 is also validated quantitatively and given to 15 students with diverse capabilities. analysis of the item using microsoft excel. grain validation test using product moment correlation from karl person and reliability using spearman brown. data and test result of validity of item is shown table 1. table 2. test results validity item problem nomor soal r-table r-hitung keterangan 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 0,482 0,482 0,482 0,482 0,482 0,482 0,482 0,482 0,482 0,482 0,482 0,482 0,482 0,482 0,482 0,806 0 0,97 0,86 0,78 0,700 0,712 0,977 0,865 0,59 0,879 0,95 0,85 0,86 0,92 valid tidak valid valid valid valid valid valid valid valid valid valid valid valid valid valid based on the results of the expert review and one to one test that has been done in parallel, and the analysis of item (test of validity) quantitatively, then the matter of prototype 1 revised again and produce prototype. the result of the revision is shown in table 3.2 table 3. problem prototype 2 problem after revision 10 an entrepreneur knows to make 10kg of tofu, if the wooden block is 40cm long, 40cm wide, and 2cm high, how many pieces of cube-shaped tofu can be produced? eli marlina et al., / international journal of active learning 4 (1) (2019) 38 small group in the small group stage, the problem of propotype 2 is tested to 6 students. students involved at this stage are students of varying abilities. during the process of working on the problem being done the researcher records the things that become student questions about the problem being done and researchers also interview students to find out what difficulties experienced by students. then the students are given a questionnaire containing questions about the problem that has been done. the results of the revision of the questions based on the suggestions / comments of students in small group stage, then produced a third prototype consisting of 14 questions that will be examined at the field test stage field test in the field test stage, prototype 3 was tested on the subject of the research class viiib2 as many as 21 students. after working on the problem of students to inscribe students fill out a questionnaire to determine the response of students to the problems that have been done and select some students to be interviewed directly by researchers. then, the researchers analyzed the results of students' answers to determine what potential effects arise from the problems developed by researchers. table 3 is prototype 3 is a revision of prototype 3.2 whether the problem is revised or maintained without revision. table 4. problem prototype 3 problem sesudah revisi 10 an entrepreneur knows to make 10kg of tofu, if the wooden block is 40cm long, 40cm wide, and 2cm high, how many pieces of cube-shaped tofu can be produced? question number 10 is developed requires students' understanding of the information provided in solving the problem, students do the reasoning and planning an effective settlement strategy. students are required to estimate the size of a piece of cubic shape. this problem includes simple problem solving and students can carry out the procedure well, including procedures that require decisions on a gratuity. even the matter is classified as many students who can not solve the problem well. here's the studentt's answer to the question of propotype 3 figure 1. the student's strategy answers to explore parts of the problem to make a conclusion. only 34% of students can answer the question correctly. conclusions based on the results and discussion about the development of cube and block volume problems in eli marlina et al., / international journal of active learning 4 (1) (2019) 39 the students of class viii smp, it can be concluded that the question of high order thingking type of application of cubes and blocks based on pbl is valid and practical. the validity has been tested qualitatively and quantitatively. qualitative validation is shown from the result of the validator assessment at the expert review stage stating that the problem has been good in terms of content, constructs and language. for practicality, the experts / practitioners have stated the matter is appropriate to be given to the students of grade viii smp. it is also seen in the stages of one to one and small group that students can use the problem device well. the resulting field test results state that the developed problem has a potential effect on students' mathematical literacy skills in high-level thinking. based on the results of the research and conclusion, then if the results of this study can be input for other researchers in developing a matter of high order thingking type application of cubes and pbl-based blocks for junior high school students. references anderson, w. lorin & david r. krathwohl (eds.). 2001. basic framework for learning, teaching and assessment. agung prihantoro's translation. 2010. yogyakarta: student literature. carnawi, c., sudarmin, s., & wijayati, n. (2017). application of project based learning (pbl) model for materials of salt hydrolysis to encourage students' entrepreneurship behaviour. international journal of active learning, 2(1), 50-58. darwanto (2017). development of mathematics teaching materials with pbl model to develop the ability of thinking kreratif on high school students dipole on 15 march 2018 from http://digilib.unila.ac.id/27342/3/tesis%20t anpa%20bab%20 discussion.pdf gunawan, d., utanto, y., & maretta, y. a. (2017). an analysis on indonesian teachers’ reasoning in resolving moral dilemmas. man in india, 97(2), 829-841. heong, y.m., othman, w.d., md yunos, j., kiong, t.t., hassan, r., & mohamad, m.m. 2011. the level of marzano higher order thinking skills among technical education students. international journal of social and humanity, vol. 1, no. 2, july 2011, 121-125 ika pertiwi (2016) the development of mathematical problems characterized timss type problem solving on the topic of geometry measuring the volume of cubes and blocks of class viii. retrieved on 15 march 2018 from ejournal.hamzanwadi.ac.id/index.php/jel/article/ download/217/pdf_46 parmin, sajidan, ashadi, sutikno, & maretta, y. a. (2016). preparing prospective teachers in integrating science and local wisdom through practicing open inquiry. journal of turkish science education, 13(2), 3-14. plomp, t., & nieven, n eds. (2013). educational design research: ilustrative case enschede, the netherland: slo (free access at www.internatonal.slo.nl) stacey, k. (2010) the view of mathematical literacy in indonesia. journalon mathematica. suradijono, shr. 2004. problem based learning: seminar paper on innovation growth of learning system: problem based learn approach based on ict information and communication technology) 15/5/2024: yogyakarta thien lei mee.2015. higher order thinking skills and international large scale assessment. research and development division. seameo recsam, penang, malaysia. (unpublished) utanto, y., sukirman & maretta. y. a. (2017). surviving in the limitations: education implementation patterns in coast al communities. man in india, 97(10), 163-175. utanto, y., widhanarto, g. p., & maretta, y. a. (2017, march). a web-based portfolio model as the students’ final assignment: dealing with the development of higher education trend. in aip conference proceedings (vol. 1818, no. 1, p. 020063). aip publishing. wardana, n. 2010. influence of problem-based learning model and resilience to high-level thinking ability and understanding of physics concepts. retrieved 28 january 2012 from http://jurnal.pdii.lipi.go.id/admin/jurnal/62101 6251635_1858-4543.pdf yamin, martinis. 2012. new design of contractual learning. reference: jakarta. yohana, i., sudarmin, s., wardani, s., & mohyaddin, s. n. b. (2018). the generic science skill profile of fourth grade students on acid and base topic in guided inquiry learning model. international journal of active learning, 3(2), 110-116. http://www.internatonal.slo.nl/ 40 ijal 4 (1) (2019) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal rizki annisa  husnul hidayah, hartono, supriyadi education physics, postgraduate program, universitas negeri semarang, semarang, indonesia info articles ___________________ history articles: received 8 july 2018 approved 11 august 2018 published 1 april 2019 ___________________ keywords: refractive index, innovation, lamp bulb, lensconvex _______________________ abstract ____________________________________________________________ the purpose of this study is to determine the characteristics of practicum tools developed and prove that the bulb lamp can be used as an innovation replacement of convex lenses, and determine the index of refraction of liquids. this type of research is research and development. the research was conducted at smk ma'arif semarang. the characteristics of the practicum tool are developed as follows: 1) the practicum tool that is created is a form of innovation which utilizes household items such as bulbs that are no longer used; (2) practicum tools can overcome the problems of limitations on marginal schools; (3) the refractive index practicum tool is well designed and practical. the result of feasibility of practicum index of refractive bias obtained percentage of 92,5% with very feasible category. the results of the study showed the refractive index value of water, alcohol and vinegar respectively of 1.8, 1.84 ,; and 1.85. lamp bulb can be used as a substitute for the convex lens and determine the refractive index of the liquid, but there is a difference between n table with n measured when practicum with a mean of 0.46, this is due to the limitations of practicum tools. how to cite ____________________________________________________________ annisa, r., hidayah, h., hartono, & supriyadi. (2019). light bulb substitute lens for measuring liquid bias index. international journal of active learning, 4(1), 40-44.  address correspondence: email: rizkiannisa22@gmail.com p-issn 2528-505x e-issn 2615-6377 rizki annisa et al. / international journal of active learning 4 (1) (2019) 41 introduction physics is a science based on experiments. theoretical knowledge of physics accompanied by practical work can ensure the effectiveness of physics teaching learning, besides the stages of the lab can develop and support the mastery of the concepts of learners and even learners are able to apply their understanding in different situations. based on observations that do in a school that smk ma'arif semarang shows during teaching and learning activities took place most learners tend to be silent and not answer questions raised by educators. in the learning of physics concept comprehension with direct learning experience can be done through practicum activity. practicum is an activity undertaken to solve or prove a theory, which includes observing, measuring, so obtained data which then used to draw conclusions (rahayu, et al., 2016). learners are more happy and active when practicum. however, practicum is rarely done due to the limited tools available in schools. especially for optical materials, there is no practicum tool to determine the refractive index of liquids, because in general the experiment is to determine the refractive index of glass. the lack of facilities and infrastructure of laboratory tools in the laboratory can be handled by utilizing the learning resources in the surrounding environment as an integral part of the community. innovation of this practicum tool can clarify the teaching materials provided educators to learners so that learners more easily understand the material or questions presented by educators. the practicum also attracts the attention of learners and can foster interest in following physics learning (octaviani, et al., 2017). enhancement of learners' understanding of the learning of physics, especially optical materials determine the refractive index can be done by practicing the refractive index of liquids (susanti, et al., 2015). as an educator we are required to innovate in every way to achieve the learning objectives. the word "innovation" is often translated into new things or innovations. innovation is also used to express discovery. in addition innovation is an idea, goods, events, methods, perceived or observed as something new for a person or group of people (society) whether in the form of results, invention (discovery something really new) and discovery (the discovery of something that actually already exist, but not yet known by people). innovation is held to achieve a specific goal or to solve a particular problem. innovation undertaken aims to prove whether the bulb can be used as a substitute for convex lenses and determine the refractive index of liquids (gunawan, et al., 2017). the refractive index of a substance is a measure of the speed of light in a liquid compared to when in air (zamroni, 2013). refractive index is the ratio of the speed of light in a vacuum to the rate of light in the medium. the speed of light in a medium such as glass, water or air is determined by the index of refraction n, defined as the ratio of the velocity of light in void c to that rate in medium v. mathematically can be expressed: n =cv . the equations connecting the distance of the shadow to the object distance, the radius of curvature, and the refractive index can be derived by applying snellius law to refraction on light and using a small angle approach. it can be expressed by the following equation: n1s+n2s'=n2-n1r some of the refractive index values of the liquids are presented in table 1 (agustina, et al., 2017) table 1. refractive index for light sodium (sodium) yellow(λ= 589nm) fluid refractive index water alcohol turpentine glycerin gasoline carbondisulfides acetic acid 1.472 1.4731.628 1.371 1.36 1.501 1.333 several methods can be used to determine the refractive index of various substances liquid or solution such as the use of prismatic hollow(hollowprism)that can measure fairly accurately the refractive index (idris, et al., 2017). but the use of such methods is quite complicated. in addition to measuring the refractive index of liquids can use the method of refraction using plan parallel (zamroni, 2013). therefore, this study rizki annisa et al. / international journal of active learning 4 (1) (2019) 42 attempted to utilize a bulb as a substitute for a convex lens to determine the refractive index of a liquid. method method used in thisis researchresearch and development (r & d). the r & d method is a process or steps to develop a new product or refine an existing product, which can be accounted for (carnawi, et al., 2017). the steps of this research are the potential and problems (the problems contained in smk ma'arif semarang with the potential of utilizing household items that are not used to be used as a practicum tool in the school) data collection (data collection phase begins with observation to determine the condition of learners, teaching and learning activities), product design (designing products according to the existing problems in the school), design validation (design validation is a process to determine the feasibility of the design to be made) , the revision of the design (the stage of improvement of the results of evaluations made by the validator), product testing (trials conducted several stages of feasibility testing conducted by media and material experts), product revision i (product revision phase i to fix deficiencies after product testing) trial usage (trial usage is done directly to the participant d (revision of product ii (final revision stage before the tool is used on a large scale) (parmin, et al., 2016). the subjects of this research are practicum of refractive index of liquids. the object studied is the feasibility of practicum tool refractive index of liquid. respondents in the study are material experts, media experts, and 10 students of class xi smk ma'arif semarang. methods of data collection in the form of documentation, questionnaire validity, worksheet sheet. results and discussion characteristics of practicumpracticum tools the developedtool is the result of innovations that utilize bulb lamps as convex lenses, then the series of practicum tools can be utilized to measure the refractive index of a liquid in schools that have limited practicum tools. the bulb lamp used is a round lamp with a philips 15 w. lens is a clear object bounded by two curved fields. two curved fields that restrict cylindrical and spherical lenses. the cylindrical lens is the focus of light from the source of a distant point on a line, while the ball-shaped lens curved in all directions focuses light from a source far from a point (anhar, et al., 2017). characteristics of the development of practicum tools in this study is based on observations and expert analysis. the resulting characteristics are (1) the practicum tool that is made is a form of innovation that utilizes household items such as bulbs that are no longer used; (2) the practicum tool is designed in such a way as to overcome the problem of the limitations of practicum equipment in peripheral schools, so that learners can do practicum with practicum tool made; (3) practical tools are designed as in figure 3.1, consisting of several parts of the ruler (serves to measure the distance of objects and shadow objects), the screen (serves to capture the shadow of objects), light bulb (serves as a substitute for convex lenses), diaphragm arrow , light source (made of flashlight). figure 1. series of practicum tools index of the bias index (front) figure 2. series of tools practicum index of bias (side) rizki annisa et al. / international journal of active learning 4 (1) (2019) 43 test results validity test of the validity is divided into two parts namely the test of the validity of the material and the test of validity and media. questionnaire of validity test is used to determine the feasibility level of practicum of refractive index of liquids, so that information is obtained that the practicum tool is made feasible or not used as a tool of physics practice with material refractive index. assessment results of the validity test of the liquid refractive index practicum index are shown in table 2 as follows. table 2. assessment of validator tools practicum index liquid bias index no expert percentage% criteria 1 media 94 very eligible 2 matter 91 very eligible total percentage 92.5 very eligible the overall results obtained are 92.5% with very decent category. based on the results of the data analysis above, it can be concluded that the index practicum index of bias made has a level of validity that is very feasible to be used as a tool of practice in physics learning. trial results learners data collection was conducted at smk ma'arif with 10 students as a limited class test. learners experiment using three types of liquid water, alcohol, and vinegar. each liquid is experimented 4 times with variation of object distance 5, 7, 9, and 11 cm. the results of the experiments of learners can be seen in table 3.1, table 3.2, and table 3.3. table 3. refractive index with no water s (cm) s' (cm) n table n measure n n n 5 11 1,33 1,84 1,8 0,04 0 7 9.5 1,75 0,05 9 7.5 1, 81 0,01 11 7 1,80 0 the results of experiments that have been done to prove that bulb lamps can be used as an alternative to convex lenses, this is based on the results of a practicum performed and supported by the results of theoretical calculations. the lens experiment at a distance of 5 cm will form a shadow at a distance of 11 cm from the lens, where the resulting image is real, inverted, and enlarged this according to the calculation using the theory of refraction. thus, it can be said that the bulb lamp can be used as a convex lens. next practice learners test the refractive index of each liquid in the form of water where the results of the practicum can be seen from table 3.1. based on table 3.1, the average result of measuring is 1.8 with result of measurement (1,8 ± 0). the result of index refractive index with the result of refractive index table (provision) there is difference of 0,47. table 4. refractive index with alcohol s (cm) s '(cm) ntable n measuring n n n 1. 5 10 1.36 1.89 1.84 0.05 -0.0025 7.5 1,81 -0,03 11 6,5 1,87 0,03 the result of using liquid substance in the form of alcohol can be seen in table 3.2. based on table 3.2, the average result of measuring is 1,84 with result of measurement (1,84 ± -0,0025). the result of index refractive index with the result of index of refractive table (provision) there is difference of 0,48. table 5. refractive index with vinegar s (cm) s' (cm) n table n measure n n n 5 10 1,37 1,89 1,85 0,04 0 7 9.5 1,75 0,07 9 7.5 1, 81 0,01 11 7 1,80 0,02 rizki annisa et al. / international journal of active learning 4 (1) (2019) 44 practicum then determine the refractive index by using vinegar as a liquid, the result of lab can be seen in table 3.3. the results on the practicum obtained a mean of measuring 1.85 with the measurement results (1.85 ± 0). the result of index refractive index with the result of refractive index of the table (the provision) there is a difference of 0.44 based on the results it is known that there is difference between n table with n measuring during practice with average 0,46, this is due to the limitations of practicum tools such as the bulb not perfectly rounded so that the radius of each side is different, and the glass thickness is neglected, in fact the glass has a refractive index of 1, 52. conclusions based on the results of research and data analysis can be drawn conclusion that is the characteristics of practicum tool developed as follows : 1) a practicum tool that is created is a form of innovation that utilizes household items such as light bulbs that are no longer used; (2) practicum tools can overcome the problems of limitations on marginal schools; (3) the refractive index practicum tool is well designed and practical. the result of feasibility of practicum index of refractive bias obtained percentage of 92,5% with very feasible category. the bulb can be used as a substitute for the convex lens and determine the refractive index of the liquid, but there is a difference between n tables with the measurement at practicum with a mean of 0.46, this is due to the limitations of the practicum tool based on the above conclusions, it can be given the following suggestions , the bulb lamp should be completely rounded and the skin is thin to get a more accurate index accuracy. references agustina, k., kristiyanto, w. h., & noviandini, d. (2017). learning design of problem based learning model based on recommendations of sintax study and contents issues on physics impulse materials with experimental activities. international journal of active learning, 2(2), 68-81. anhar. us, sara id, and rh siregar, "design of prototype of solar cells concentrated using fresnel lens", online journal of electrical engineering, vol 02, no 3, pp. 1-7, 2017. carnawi, c., sudarmin, s., & wijayati, n. (2017). application of project based learning (pbl) model for materials of salt hydrolysis to encourage students' entrepreneurship behaviour. international journal of active learning, 2(1), 50-58. gunawan, d., utanto, y., & maretta, y. a. (2017). an analysis on indonesian teachers’ reasoning in resolving moral dilemmas. man in india, 97(2), 829-841. idris. n, sarina, maswati and d. susilayani "development of bias index measuring tool using hollow prisms from ordinary commercial glass sheets and he-ne lasers for quality testing of cooking oils", physics review, vol. 1, no.2, pp. 39-46, 2017. octaviani. p, b. subali, and ss edy, "development of multipurpose optical kit kit (ape-kos) for improving science process skills", journal of inovasi pendidikan ipa, vol. 3, no 02, pp 189-200, 2017.response assessment parmin, sajidan, ashadi, sutikno, & maretta, y. a. (2016). preparing prospective teachers in integrating science and local wisdom through practicing open inquiry. journal of turkish science education, 13(2), 3-14. rahayu. a. r, v. serevina, and raihanati, "development of light refractory set for physics learning in sma", proceedings of national seminar on physics, vol. 5, no.-, pp. 1-5, 2016. susanti, we, and prabowo, "development of liquid fluidas a physics learning in sub material reflection and refraction", journal of physical education innovation, vol 04 , no 02, pp. 102-106, 2015. utanto, y., widhanarto, g. p., & maretta, y. a. (2017, march). a web-based portfolio model as the students’ final assignment: dealing with the development of higher education trend. in aip conference proceedings (vol. 1818, no. 1, p. 020063). aip publishing. yohana, i., sudarmin, s., wardani, s., & mohyaddin, s. n. b. (2018). the generic science skill profile of fourth grade students on acid and base topic in guided inquiry learning model. international journal of active learning, 3(2), 110-116. zamroni. a., "measurement of liquid refractive index throughmethod refractionusing parallel plan", journal of physics, vol. 3, no. 2, pp. 108-111, 2013. 14 ijal 3 (1) (2018) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal social, psychological, and emotional: autism children factors by case study within face to face approach satrianawati departement of elementary teacher education, universitas ahmad dahlan, indonesia info articles ___________________ history articles: received 23 february 2018 approved 11 march 2018 published 1 april 2018 ___________________ keywords: autism factors _______________________ abstract ____________________________________________________________ the problem of many autism children in yogyakarta. with an overall ratio of approximately 11 children to 43 students, there is a substantial quantity of autism. however, these are many children with special needs. autisms is commonly disordering seriously. this condition creates abnormal repeatedly of dna basis sequence to chromosome x so impair that one gene is known by inheritance mum to the baby. the method is qualitative approached using case study within social, psychological, and emotional factors. collected data by interview, participant observations, and documentation. the object is an autism student in mrisi muhammadiyah elementary school. the result showed that there are three factors causing autism students, such is social, psychological, and emotional. how to cite ____________________________________________________________ satrianawati. (2018). social, psychological, and emotional: autism children factors by case study within face to face approach. international journal of active learning, 3(1). © 2018 universitas negeri semarang  address correspondence: jl. kapas 9, semaki, umbulharjo, yogyakarta 55166 p-issn 2528-505x satrianawati / international journal of active learning 3 (1) (2018) 15 introduction phenomena life someone showed each characteristic. it also occurs in several children in school and home. the observation had been done at home and mrisi muhammadiyah elementary school. the observation showed that many strange situations, actions, and feelings. the handsome boy plays in the front of the class. he looks like health but when the teacher invited him to talk, he is mute, without an answer. he stood aloof. seeing his eyes likes flagging, never seen his friends when his friends ask or call him. not only one day but also every day he showed strange attitude. he is happy alone through his day with the same toys and giving the same action to the toys. he is also retrogressive movement the toys, never calling, never asking his friends. if he has difficulty with his toys, he throws the toys and finds the other toys. monotone action can be seen in his daily activities. sometimes, he plays with his feet, hand, and thing repeatedly, and the same also spoken. it is very difficult to communication with the child like this. it is worried to know about what happened and what can someone do facing characteristic like this? it is the difficult answer. because communication is something adhering in human. by communication, human build interaction. the good communication can make other people feeling respected, attention, and loved. but about the child like this don’t hope he can see you, smile to you, and touch your hand. difficult autism children are not just matter of different child from normal and abnormal children but can be an identity point for dividing the whole habitual negative life, so preventing that habitual positive, with the questions: (1) how the difficult to communicate? (2) how to increase interaction with them? (3) how we can communication with them? (4) how decrease his feeling uncared for? (5) how we can change their habit be better than before? these are questions to prevent and to decrease habitual child in mrisi muhammadiyah elementary school. this condition occurred in children with special needs, particularly autism. they have different communication. seen by physic, we can not know them, we can see they differ if we identify their action and verbal attitude. based on that, the autism is a serious disorder must attention by all people. the children autism has a unique characteristic. autism is the most severe behaviour disorder of childhood (willey, 1994). despite its relative rarity, it has received considerable research attention because of the associated profound disruption in the child’s development. historically, the autistic child’s family has been studied to examine the parents’ role in aetiology of the disorder. the clinical observation that parents, particularly mothers, of autistic children were cold and aloof fueled speculation that lack of maternal warmth disrupted the attachment process and led to the child’s primary dysfunction in relating to others. thus, it's very difficult to find out that the child you love so much has a disability, and it’s very natural and understandable to hope against hope that the people who have diagnosed him are in error. based on these situations, the fundamental issues in this article is what factors caused the child be autism? and how do we help them? to answer the problem the researcher took the case study in mrisi muhammadiyah elementary school, bantul. methods the method is qualitative using face to face approached. the face to face approach in an interview to establish information autism children factors by case study. collected data by interview, participant observations, and documentation. the object is an autism student in mrisi muhammadiyah elementary school. the interview has been done by the parents (mother), the teacher, and neighbour. results and discussion these factors are often referred to as psychosocial aspects that are assessed to gain a measure of the quality of life. to determine the special needs for autism children care it is essential to assess if behaviour restricts a person’s participation in his desired or chosen way of life. by interview, participant observation satrianawati / international journal of active learning 3 (1) (2018) 16 using face to face approach establish, such as: (1) the result collected data by observations, inviting the child to write, to talk, to read, and to draw. he showed that he is smart, he is different with his friends. he can write, read, count, and remember the subject matter. but he has difficult to interaction with his friends, monotone in a talk, his expression is melancholy, he also looks like depressed and talks only the subject his like; (2) collected data by interview to his parents. she said that “my son is a smart child. he can count, read, and write. i am suspicious also, he is autism because he had been ever falling lying on the floor, stiff, and pass by when he plays computer. it occurred when he has four years old. because in that situations, he stayed in the hospital for three days. he has been consuming medicine as well. i have the story about why he moved school, in the past he always had been bullied by his friends. one day, he went home to school, he was crying, and his teacher didn’t warn his friends to don’t disturb him. his teacher didn’t explicit to advise the students disturbing him. he was feeling pressure in his old school. he was also wanted off-dayschool quickly. he said to his mum “mum, why off-day-school so long come?” “why”, his mum answered. he said i miss home, i lazy to go to school, i only want just in the home. his parents feeling that she was very poor seen his child in that situations; and (3) collected data by interview to his teacher. he said that he is different with his friends. in grade one elementary school used to the child choose their friends, he does. i met them on thursday and friday and i give instruction to memorise al quran little by little one day one ayat, he could memorise with well. he could memorise for one day ten ayat, whereas his friends could not memorise like him. figure 1. the autism boy autism spectrum disorder (asd) is a complex developmental disability, typically appearing during childhood and affecting a person’s ability to communicate and interact with others (autism society , 2014). asd is defined by a certain set of behaviours and is a spectrum condition” that affects individual differently and to varying degrees. there is no known single cause of autism, but increased awareness and early diagnosis/intervention and access to appropriate services support lead to significantly improved outcomes. figure 2. wroten by the autism boy satrianawati / international journal of active learning 3 (1) (2018) 17 some of the behaviours associated with autism include delayed learning of language; difficulty making eye contact or holding a conversation; difficulty executive functioning, which relates to reasoning and planning; narrow, intense interests; poor motor skills’ and sensory sensitivities. again, a person on the spectrum might follow many of these behaviours or just a few and many others besides. the diagnosis of autism spectrum disorder is applied based on analysis of all. the autism disorder of children is a disease of socialisation aspect so that children are difficult to behave especially to communicate or interact together with other peoples in their environment. the mode of parental communication with the children is through the obedience training on and through eye contact, and by reward and punishment. any other action such as embracing, erasing and etc (boham, 2013). (lynn kern koegel & claire lazebnik, 2004) have explained parents know when their child has a disability. in fact, most of all parents know it before their paediatrician. but paediatrician is trained to calm worried new parents. and the truth is that we parents want to hear that our children are fine. so if the pediatrician tells a parent of a child with autism something like, “don’t worry he’s not talking because he’s got an older sister who talks for him,” or well-meaning relative says, “his dad didn’t talk until he was five,” the parent may seize on those excuses and cling to the hope that nothing is wrong. in the past, doctors didn’t always ask questions that focused on potential developmental disabilities, but these days, especially with the rise in autism, they were much more likely to do exactly that. even after the child is diagnosed with autism, some parents will continue to hope that a mistake has been made and nothing is wrong at all. they will insist that their child is merely a late talker, and the diagnosis is way overboard. others may try to make excuses for their child’s behaviour, such as saying, “all two-year-old's tantrum.” others will bring their child to three or four experts, hoping to find a dissenting opinion before finally accepting the diagnosis and the necessity of taking action. the characteristics behaviours of autism spectrum disorder may be apparent in infancy (18 to 24 months), but they usually become clear during early childhood (24 months to 6 years). as part of a wellbaby or well-child visit, your child’s doctor should perform a “developmental screening” asking specific questions about your baby progress. the national institute of child health and human development (nichd) lists five behaviours that warrant further evaluation: a. does not babble or coo by 12 months b. does not gesture (point, wave, grasp) by 12 months c. does not say single words by 16 months d. does not say two-word phrases on his or her own by 24 months e. has any loss of any language or social skill at any age autism has a boy normal, their repetitive action, emotion, aggression, and speech. aw’s also delayed to speak, always happy alone, and inability to interact socially. the lead, aw’s parents didn’t know about autism. because they had been feeling delayed to speak because aw has not sister yet. aw gave surprised to his mum by his hard work. he drew a nice picture. thus, aw’s mother was feeling painful and difficult to tell about his son. that one consolation, she can give her children with full attention and love. it was done to improve aw’s competencies and to pay his fault in some years ago. therefore, there can’t be one intervention plan for all children with autism. because autism is just a name for a cluster of symptoms. in this case, the boy is a serious disability and also a bewildering his family. his parents were no known cause and no known cure so did the others. based on the result, the boy’s parents found it difficult to accept the diagnosis of autism, even though (or perhaps because) it confirmed their worst fear. it took several sessions with the psychologist to explore her feelings and concerns about her son and his conditions. as she becomes more open and willing to discuss the situation, she agreed to participate in group sessions with school and to begin to make short and long-term plans for his son. discussion in school, among the teacher, authorities, the parents, and other in school were initiated and continued until the autism boy was properly placed in a special class. at home, the parents were more accepting of the autism boy in terms of both his assets and limitations. satrianawati / international journal of active learning 3 (1) (2018) 18 they all worked hard increasing the autism boys social competence, and in giving his support and positive reinforcement for his accomplishment and for his gradual independent functioning in certain areas. he is small successes delighted his parents, who in turn figure 3. social, psychological, and emotional of autism children factors. spontaneously showed their pleasure with appropriate rewards. two months later, his shows and definite but slow signs of learning in school, along with better social skills in greeting people, in his eating behaviour, and in his special personal hygiene and appearance. he is a happy child at school and at home with parents and teachers, who are working together to provide his with understanding and he needs to make the most use of his resources. the teacher is in class that used the classroom activities must convince about safety media. safety must always be a priority when the teacher selects, plans and implements children’s learning activities (marotz, 2012). the potential for injury is present in nearly every activity, whether is planned for indoor or outdoor settings. to summarise the explained. it can draw in this picture: autism activity delayed to speek, happy alone, inability to interact socially participation indistinguishable from their peers body functions and structure normal, repetitive motions, aggresion, social factors physical factors emotional factors  social attitudes  legal and social structure  parents profession  parenting or  lack of nutrition  gender  age  parents profession  habitual parents  heredity  cultural  character  climate  terrain satrianawati / international journal of active learning 3 (1) (2018) 19 the research established, there are three factors caused autism more attentionally. it is emotional, physiological, and social factors. 1. by emotional factors. emotion is normal feelings. the people feeling emotions can touch her or his brain that never used. the emotional someone was influenced by heredity, cultural, character, climate, and terrain. heredity comes from parents. it is inheritance from parents. (rita wicksnelson & allen c. israel, 1984) another widely recognised pattern of inheritance is sex linkage that influenced by genes on the sex chromosomes. sons receive their notes: n = normal gene (dominant) n = defective gene (recessive) only x chromosome from their mothers. those who receive the recessive defective gene will develop the disorder since the y chromosome transmitted from the father carries no gene at all to offset the defective recessive gene from her mother, it would be offset by the dominant normal gene from her father. he would have no affliction himself but could autism to her son. this pattern, which always affects the male more adversely than the female, is now widely recognised in human inheritance. to summarise, it can be drawn in: mother nn normal nn autism nn carrier nn carrier n n father n n figure 4. inheritance of autism when both parents carry the defective gene. because autism is transmitted by a single recessive gene, it is displayed only when the gene is inherited from both parents, in about 25% of all offspring. satrianawati / international journal of active learning 3 (1) (2018) 20 the figure was showed two item about mother and father. it will be connected both heredity and autism will have implication for children. the other factors are culture, character, climate, and terrain. it is the factor to influence the emotional autism. like cultural is culture heritage from ancestor and it influences each other. cultural heritage character to the human which is life in that is areas. of course, a climate in that areas is also influenced by terrain. the terrain creates culture and character. in terrain, the culture is developed by a human with each character. so increasing that character to be better and preventing autism must change a culture in terrain and effort through the life with well. always remember gracefully from the god. it is impossible to far away from religiosity. because the religion arranges human life to be better. until the human makes culture in their life. to see that relation among of all emotional factors, it can be drawn in the figure: figure 5. the relational point in emotional factors (cultural, character, climate, and terrain) 2. by physical factors. physic is one of the three items to see that the children have special needs. physic is influenced by the lack of nutrition, gender, age, parents profession, and habitual parents. physic need nutrition to have quality growing. gender os also influenced physic face. basically the body of a girl more fast than the body of a boy. so, the girl faster to puberty than the boy. but the increased rate of growing autism many occur to the boy than the girl. sometimes we can see the autism children have not understood intonation when they speak and no understand to know their friends. the poor of nutrition/lack of nutrition is caused by poor parenting. the research showed that a series individuals in practice of child psychiatry that had social aloofness and a desire for “preservation of sameness” (mark l. batshaw, nancy j. roize, & gaetano r. lotrecchiano, 2013). although they believed was on organic condition, throughout the 1950s most psychiatrists considered autism to be caused by poor parenting. it means the parents have been responsible for giving their child enough food for their growth. growth with work, so they need an ability to through their life. because for work performed the body need energy. it was grown by the body are (1) locomotion and movement, (2) building new tissues, (3) maintaining body temperature, and (4) digesting, absorbing, and metabolising food. in terms of survival, the need for energy is second only to the need for oxygen and water (marotz, 2012). age influenced as well physic of autism children. the physic can be in mutual accord of the age, even so, the change was not realised and the parent was not aware of the children condition. and the last parents' profession and habitual of the parents can not separate with a physic factor of their children. the parents' profession is viral attention because the parents' profession still influenced present autism children in the family. the parents are always busy with their profession, forget the children, and they did know not what the urgent need of children. the parents must try to be used to with their children if they can not to take a time for their children, the children being lazy to speak and finally be autism. thus, lack of nutrition, gender, age, parents profession, and habitual parents very influenced for autism children life. it can be drawn in the figure 6. character climate cultural terrain satrianawati / international journal of active learning 3 (1) (2018) 21 3. by social factors. social factors consist of social attitudes, legal and social structure, and parents profession. it connected to habit society in which is their life. the place giving habit to human to build tradition and it is a manner to build social attitudes. legal and social structure influenced how parents are confident facing society with the kind tribes and habit. the parents who have a job in society have more confident than the others without a job. the parent working in the office have authority to arrange the others in which is their life. the parents without job prone to silent, no kidding because they are shy. it influenced children character. it influenced their child to be autism. the child be silent, seeing something like wasting time. because, the child so long look at the picture, pen, book, etc. thus, it makes they be careless, no attention to change be better, prefer alone to friends. if, we show the child they always sad like depressed. sometimes, the parents' profession makes the child have a bad experience. they feel bullying from their friends about what their parents' profession did. conclusion to know the child autism, it must be diagnostic because we can see autism children is the same with other children. we can see the autism child (1) body functions and structure in autism child are normal, repetitive motions, and aggression, (2) activity: delayed to speak, happy alone, inability to interact socially; and (3) participation: indistinguishable from their peers. there are three factors which influenced the children to be autist such as; social, phisical, and emotional factors. the emotional autism child was influenced by heredity, cultural, character, climate, and terrain; physic is influenced by a lack of nutrition, gender, age, parents profession, and habitual parents; and social factors consist of social attitudes, legal and social structure, and parents profession. based on that conclusion, the suggestion for reader by lynn kern koegel is “deny the autism if you must, but don’t deny what your child is doing, and most of all don’t deny him the help he needs to overcome any symptomps he is expressing”. reference autism society. (2014). autism society . what is autism http://www.autism-society.org. boham, s. e. (2013). models of parental communication towards the behavior of autism children. journal volume ii. no. 4. , 1-18. lynn kern koegel & claire lazebnik. (2004). overcoming autism. hudson sreet, new york: penguin group. lack of nutrition gender  thiny body  autism  disease  delay to grow incresed rate grow autism to the boy age the age change the grow of body. the change can identify autism  parents profession  habitual of parents profession and habitual physical factor figure 6. autism physical factor satrianawati / international journal of active learning 3 (1) (2018) 22 mark l. batshaw, nancy j. roize, & gaetano r. lotrecchiano. (2013). children with disabilities. baltimore, maryland: brookes publishing. marotz, l. r. (2012). health, safety, and nutrition for the young child (8th edition). wadsworth: cengage learning. rita wicks-nelson & allen c. israel. (1984). behavior disorders of childhood. englewood cliffs, new jersey: prenticehall. willey, j. (1994). handbook of developmental family psychology and psychopathology. canada: library of congress cataloging. 96 ijal 2 (2) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal description of junior high school students in generlizing patterns based on semiotic perspective pradnya paramita dewi, danang setyadi, helti lygia mampouw research center of science education, technology, and mathematics (e-sistem) major of mathematics education, faculty of teacher and education universitas kristen satya wacana info articles ___________________ history articles: received 23 february 2017 approved 11 march 2017 published 1 october 2017 ___________________ keywords: pattern generalization; semiotik _______________________ abstract ____________________________________________________________ generalization is a reasoning in making conclusions that contain symbolism and are general. semiotics have an important role in the process of generalization, in which generalize the pattern not only seen from the work of students but based on the process of students in understanding and making things. this paper aims to describe how junior high school students generalize patterns based on semiotic perspectives. the type of this research is descriptive qualitative in which data obtained by test, interview and observation. the subjects consist of 3 students of grade viii junior high school students of 1 high, moderate, and low mathematics students. the findings of this research are at the factual stage the three subjects have the same gesture and word. but in the contextual phase each subject has a different way or step of work in accordance with the understanding possessed by each subject and the last stage of the symbolization of the three subjects can create the same formula. this paper is expected to be used as a reference for teachers to understand the ability of students in the generalization process. how to cite ____________________________________________________________ dewi, p. p., setyadi, d., & mampouw, h. l. (2017). description of junior high school students in generlizing patterns based on semiotic perspective. international journal of active learning, 2(2). © 2017 universitas negeri semarang  address correspondence: jl. diponegoro, no. 52-60, salatiga, sidorejo, kota salatiga, jawa tengah 50714 e-mail: helti.mampouw@staff.uksw.edu p-issn 2528-505x pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 97 introduction mathematics learning is a process of providing learning experiences to learners through a series of planned activities so that learners acquire competence on mathematics materials studied (gatot, 2008). based on permendiknas no. 22 year 2006, one of the objectives of mathematics learning is to use reasoning on patterns and traits, perform mathematical manipulations in generalizing, compiling evidence, or explaining mathematical ideas and statements. this is in line with vogel (2003) which states that pattern analysis, descriptions of order, and properties are one of the goals of mathematics. the mathematics curriculum of the year 2013 for junior high school has contained numerical pattern material. in the matter of number patterns students are asked to make a generalization of a pattern. nur indha (2016) found that the seventh grade students of junior high school still had difficulties in the matter of number patterns. most students experience errors in determining generalizations in a number pattern. siti inganah (2005) found that out of 19 junior high school students, only 5 students could continue the pattern in the form of still-affordable images and could not determine the general rule, 8 students can define the general rule of the pattern by using the sentence, and 6 students can define the general rule pattern by using symbols. so from the research can be concluded that junior high school students still find difficulties in generalizing a pattern. according to ernest (2006) mathematics is a field of human work and knowledge known for all the unique signs and signs of activity. the theory of learning about signs is called semiotics. the word semiotics comes from the greek semeion which means sign. semiotics is defined by ferdinand de saussure as the study of signs as part of social life (praptomo, 2007). a sign is anything that can be attached (interpreted) as a significant substitute for something else. according to pierce there are three factors that determine the existence of a sign that is the sign itself, the thing marked, and a new sign that occurs in the recipient's mind (asep, 2009). the semiotic perspective provides a conceptual way of learning mathematics. the main focus in a semiotic perspective is on communicative activities in math utilizing signs that involve both acceptance of sign and understanding through listening and reading, as well as marking production through speaking and writing or sketching (ernest, 2006). the importance of semiotics for mathematics education lies in the use of signs: this use is in every branch of mathematics. there is an approach in which signs are a fundamental part of mathematical activity called the theory of objectification. objective theory is an attempt to understand learning not as a result of student work but the process of students in understanding and making things. objects, tools, linguistic devices and marks are deliberately used by the individual for the process of making social meaning to carry out the action in order to achieve that goal called semiotic objectification. the objective semiotic approach focuses on gestures, words (words), and signs (symbolic) when students refer to mathematical objects. one of the learning materials containing the signs is the pattern of numbers in which the pattern material has been taught from pre-kindergarten to intermediate level. according to walle (2008), learning to discover patterns and how to explain, translate, and expand patterns is part of doing mathematics and algebra thinking. from about four and up to the intermediate level, students can deepen patterns of prolongation from one step to another. in developing patterns students not only develop patterns but also seek generalizations or algebraic relationships that will give an idea of the umpteenth number. the process of creating generalizations of numbers and arithmetic begins at kindergarten and continues as students learn all aspects of numbers and calculations including basic knowledge and meaning of operations. according surajiyo, et al (2005) generalization is a reasoning that concludes a general conclusion of the premises in the form of empirical propositions. in contrast to radford (2003) who views from a psychological point of view, generalization implies that something new has been made clear (for example, that the relationship between a particular concrete object applies to other concrete objects or even to a new object). according to walle (2008) in creating generalizations need to use symbolism, therefore both generalization and understanding of variables and symbolism must be developed simultaneously. pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 98 variables are very useful reprensentation tools to perform expressions of generalizations. caraher and martinez (2008) state that children not only use notations / symbols but also must represent and give mathematical reasons, make conclusions and generalizations in their own way. so it can be concluded that generalization is a reasoning in making conclusions that contain symbolism and general. the generalization process can be applied to the matter of the number pattern. according to siti (2015) that the process of pattern generalization is one form of algebraic thinking. in line with that walle (2008), states that one component in algebra thinking is a generalization pattern, the child is able to describe the rules of a pattern. radford (2013) identifies generalizations into three stages: factual, contextual, and symbolic. factual stage is the ability of students to capture the similarities seen in some elements of a sequence, so that at this stage students are able to find the regularity between patterns. this is in line with siti (2015) who reveals that the generalization of the pattern in algebra thinking lies in the ability of students to capture the similarities and to look at some elements in a sequence of patterns and to realize that this similarity applies to the requirements of the sequence of patterns and is able to use them to give general expressions in abstract form. the generalization of algebraic patterns can be constructed from the understanding of similarities and differences between patterns. the second stage is the contextual stage in which the students' ability to recognize that the similarity applies to all similarities, so that students are asked to provide general rules on the pattern in the form of a sentence. in the generalization process is often done tryal and error where the child gives a simple rule. this is in line with the research conducted by raford (2007), stating that the heuristics of students in the generalization of the pattern is based on tryal and error. in addition, raford (2006), found that children in generalizing patterns see the common features of the given numbers then generalize these numbers in the next sequence. in generalizing the pattern of the child not only states in sentence form but also in algebraic form. last is the symbolization stage in which at this stage the ability of students to use the direct expression of any term, so that students are able to give general rules on the pattern in the form of symbols. this study uses an objective semiotic approach that focuses on gesture, words, and symbolic. when associated with the generalization process then gesture or gestures that accompany the child in generalizing the pattern can be the expression of the fingers or facial expression. at the factual stage, the process of determining the similarities and differences in a pattern can be observed from the expression of the fingers or expression shown by the child against the pictorial pattern. words or words in the process of generalizing patterns are expressed by the child in the form of words or sentences that are not symbols. symbolic or signs used by the child in generalizing patterns can be signs, pictures, or letters. usually the sign used is a sign that is often known by the child.berdasarkan paparan di atas, makalah ini bertujuan mendeskripsikan cara siswa smp menggeneralisasikan pola berdasarkan perspektif semiotik. subject dibedakan berdasarkan tingkat kemampuan matematika tinggi, sedang dan rendah. methods this research uses qualitative approach. data were collected in the form of student test result, interview transcript and observation result recorded. subjects in this study were taken using purposive sampling technique from students of class viiib smp kristen 2 salatiga. subject has studied the matter of the number pattern. subjects were grouped on the basis of high, medium, and low mathematical abilities using the test scores of 23 students of class viiib divided into 3 sections, ie high categories at intervals of 86-97, moderate categories at 75-85 intervals and low categories at intervals 65-74. subjects picked up one from each interval. the research instrument consists of the main instrument ie the research team and the auxiliary instrument that is the description test and the unstructured interview guide. test description to find out the way students in solving problems related to the pattern of numbers in accordance with the stages of pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 99 generalization. table 1 provides an indicator of the generalization stages of the pattern reviewed from a semiotic perspective. table 1. indicators of generalization stage generalization stage meaning of generalization stage semiotic component meaning of semiotic component indicator factual the ability of students to capture the apparent similarity in some elements of the sequence. gesture gestures in factual stages contain: component signs: markers and markers. signature level: denotation students are able to find regularities between patterns words words in factual stages contain: mark component: marker and marker signature level: connotation axis sign: paradigm and sintagma contextual the ability of students to realize that the similarity applies to all requirements words words in the contextual stage contain: mark component: marker and marker signature level: connotation axis sign: sintagma students are able to give general rules to the pattern simbolization the ability of students to use the direct expression of any term words words in the symbolization phase contain: mark component: marker and marker axis sign: paradigm and sintagma signature level: connotation students are able to provide general rules on patterns in the form of symbols symbol symbol in the symbolization stage contains: signature level: connotation axis sign: sintagma the relation between the sign: metonymy results and discussion factual stage on tile-related problems it appears that subjects with high, medium, and low math skills have the same gesture. in calculating the number of tiles they do by pointing one by one the tile image on the question. they start counting from the first, second, and third diagrams in sequence. unlike a tile-related problem, working on a gesture-brick problem that shows not only the expression of the fingers but the facial expressions also plays a role. it can be seen that subjects with high, medium, and low mathematical abilities in calculating the number of bricks in diagrams 1 and 2 use facial or eye movements, whereas in calculating the number of bricks in diagrams 3 and 4 using hand gestures by pointing at one image bricks that are written on the matter. subjects with high, medium, and low math skills on tile-related problems have the same step of writing down the number of blue tiles that have been calculated on the provided worksheets. writing the results is done alternately, in which the subject counts the number of blue tiles first and then write the results. this is done from the first to the last diagram in sequence. in the interview stage the subject states that the number of blue tiles each diagram is different. in addition, the number of blue tiles and the number of bricks between diagrams is always two, where two are the difference between the number of blue and brick tiles on each diagram. pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 100 researcher: can you explain each step in doing this? high subject: if i think this is the first pattern of the blue tile there are eight, the pattern of the two tiles is ten, the pattern of the three tiles is twelve, of the eight tenths it adds two, from the twelfth ten plus two ... pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 101 researcher: please explain step by step how you can do this problem? low subject: so first look for the formula to how, it's out of u1 means the first number of eight nuke . researcher: after counting, to find the difference you do how? low subject: from 8 to 10 the difference is 2, it means 8 to 10 is added, it means in plus two. figure 3. the writing of the number and the difference between the blue tiles of each diagram and the transcript of subject interviews with high mathematical abilities (a), moderate (b), and low (c) researcher: please explain by step how do you get that answer? medium subject first look for the formula first, then look for the difference of eight to ten, ten to twelve, it's u1 its eight pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 102 the workmanship step on bricks made by subjects with high, medium, and low math skills is not much different from the steps on the tiles. each subject writes the number of bricks on the worksheet after the calculation, which is done intermittently on each diagram in sequence. there is a difference in the subject of moderate math in which the subject writes by adding a plus sign (+) between the number of each diagram or in the form of an arithmetic series. but when the interview stage and the subjects are asked to write it back it looks that the structure of writing is different where the subject write in the form of arithmetic sequence. after each subject to write the number of bricks, then the subject can determine the difference between the diagram is two. this can be seen from the steps of each subject and subject explanation when interviewing. researcher: the question like this please explain how you do it? high subject: if this is the first pattern of bricks there is a second one there are 3, the third there is 5, the fourth there is 7, now one to three two plus two, three to five plus two as well, five to seven plus two ... researcher: please explain per step how can you do this? medium subject: this initially find the formula first, find the difference first, 1 to 3, 3 to 5, 5 to 7, the difference is 2, 2,2, trus kayak was 2x 1 researcher: please write again medium subject: 1 to 3 to 5 to 7 difference 2, 2, 2 ... pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 103 researcher: please explain the steps you are working on low subject: so it's written first, which is ditanake diagram 20, so try this selisihe two two .. figure 4. the writing of the number and the difference of the bricks of each diagram as well as the transcript of interview subjects with high mathematics (a), moderate (b), and low (c) contextual stage the semiotic component of this stage is word, where the word here can be words and writings. subjects with high, medium, and low math skills have the same way that they begin to experiment to find common ground and make equations as per their own understanding. on matters related to subject tiles with high, medium, and low mathematical abilities both utilize the previously known gap to make a general rule. but the difference is their step in making the general rule. subjects with high math skills begin to experiment with using a known difference, then input some numbers and mathematical operations to get results that match the number of blue tiles on each diagram. steps to work on a subject matter tile with math skills are using the term u or tribe, where u1 denotes the first term. the first step of a moderate-math subject is to use the arithmetic sequence formula, but the formula is not used. then the mathematics-capable subject is beginning to take advantage of the known difference and multiplying it by the nth diagram. after that try to enter mathematical operations and some numbers so the result matches the number of blue tiles on each diagram. in contrast to other subjects, a low mathematical subject directly uses the arithmetic sequence formula (un = a + (n-1) b), where b is the difference and a is the sum of the first term. by using the formula it is seen that the difference and the first term applies to all diagrams. researcher: can you explain each step in doing this? high subject: ..because it is always added two then both are inserted kerumusnya multiplied by the pattern of kemapanya added inikan for example two at times one, two, continue to be added how the result of that eight plus six, it means all plus six, if the second pattern is twice two, four, four plus six ten ... pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 104 researcher: u1 is for? medium subject: tribe, trus twice one plus six let be eight, then u2 samadengan two multiplied two plus six equals ten researcher: please explain how you can do this? low subject: so first look for a formula that keberapa, out of it from u1 means the number of pertamanekan eight, (using the existing formula) nah if the pertamane eight that (n-1), (pointing) n the tribe tribe keberapa, times b, b that is the difference that un = 8 + (n-1) 2, 8 + 2n, both times n times 1, the 2n-2 isni multiplied by un equal to mean minus both displaced sinikan means eight minus two plus 2.n, un rumuse ketemune 6 + 2n ... figure 5. interview transcripts and equations of each diagram are made by subjects with high mathematical abilities (a), moderate (b), and low (c) in working on brick-related problems subjects with high and medium math skills have the same way of using the difference and trying to enter mathematical operations and some numbers so that the results match the number of bricks each diagram. but the subject is capable of mathematics while the interview goes on realizing that the subject is wrong in entering the mathematical operations that should be reduced (-) but the subject adds (+), since the subject assumes the number of bricks on the second diagram represents the number of first diagrams. so when subject interviews begin to improve the results of his work. in contrast to the other two subjects, subjects with low mathematics have their own way that the subject starts counting manually without using a known equation. then after the subject searched the pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 105 number of bricks until the 10th diagram, the subject began to experiment to find the general rule. researcher: the question like this please explain how you do it? high subject: ... one to three plus two, three to five plus two as well, five to seven plus two, both of these are entered into the formula, multiplied by the pattern keberapa, if for example pattern to one, two multiplied one to two, to be able to this means less one, if the second pattern means two times multiplied by four to become three also lessen one, then so too. researcher: please write again medium subject: 1 to 3 to 5 to 7 difference 2, 2, 2, for example tribe 1, means 2 multiply 1 let be 3 so add 1, 2 multiply 2 equals 4 plus 1 so 5, 3x2 = 6 + 1 = 7 researcher: means the first term starts from this (pointing to the 2nd diagram), this one (pointing diagram 1) is not considered.. medium subject: it means i am wrong researcher: how should it be? pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 106 medium subject: it should be 2n-1 researcher: 2n can be retrieved from… medium subject: difference of this and that, the sum of u1 u2 u3 u4 from the researcher: -1 because medium subject: because this started from 1, for example, plus 1, the result is like that, 3 researcher: please write again low subject: write the difference here, if it is added with 1, it is not appropriate. researcher: you get two as the difference, where do you get pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 107 from? low subject: one to three, the difference is 2 figure 6. interview transcripts and equations of each diagram made by subjects with high (a), moderate (b1), and low (c), as well as new equations created by moderate math subjects (b2) symbolization stage at this symbolization stage there are two components of semiotic symbol and word. the symbol component used by the three subjects on the tile problem has the same formula that is 2.n + 6. in the interview stage the three subjects have the same opinion that they explain that two is the difference between the diagrams, the variable "n" denotes the diagram or the nth term, and adds six so that the result matches the number of blue tiles of each diagram. researcher: perhaps, from the two, how come you get 2-n? subject tinggi: the two is because of this (showing how many blue floor tile), it is always added by two, the n is the pattern of the upcoming number… researcher so the formula is? pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 108 : medium subject: th formula is 2n+6 researcher : where do you get 2n? medium subject: 2n from the difference from previous to miss itukan un, means the difference of 2, "n" of this tribe earlier, eg this tile in misalke researcher : so the ‘n’ is the floor tile? medium subject: yes researcher : means 2 in can from the difference and "n" of the tiles 1,2,3, then six from where? medium subject: this is added by 8, 2x1 then it is added by what number? in order to get 8? researcher: we can say that the formula is already there, so you should find the existing formula, what is n here? low subject: to find out, the 2n here should not be written, the two is multiplied by n here. researcher: what is the meaning of 2 here? low subject: two i the difference. figure 7. transcription of interview with high, medium, and low achiever. pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 109 the formula obtained by the three subjects on the problem related to the same brick is 2.n-1. although at first the subject with mathematical ability was writing with the formula 2.n + 1, but at the interview stage the subject realized that the formula was made wrong and began to replace it. during the interview stage the three subjects have the same opinion that two are the difference, the variable "n" denotes the nth diagram, and subtracts one so that the result matches the number of bricks per diagram. researcher: what is the two here? high subject: telling the difference of each pattern. researcher: so, one is gained from? high subject: this is two, so two times one, so the result is one minus one. researcher : so? medium subject: it should be 2n-1 researcher : 2n is gained from? medium subject: the difference from this and this, the sum of unit u1 u2 u3 u4 researcher : where did you get n? low subject: the two is from here, and n is questioned. researcher : then lower than 1 from… low subject: just now when i try to minus one, the answer is correct. pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 110 figure 7. interview transcripts and formulas created by subjects with high mathematics (a), moderate (b2), and low (c), as well as new formulas created by moderate math subjects (b1) factual stage at the factual stage students are able to capture the apparent similarities in some elements or sequences. this is in line with siti (2015), arguing that the generalization of algebraic patterns can be constructed from the understanding of similarities and differences between patterns. based on the results of research at this stage subjects capable of high, medium, and low mathematics able to change the sequence of pictorial patterns to the sequence of pattern numbers. in changing the pattern the subject uses gestures in the form of hand movements and eye movements, as well as word in the form of handwriting and spoken words. gestures and words used by the three subjects in both the tile and brick related issues are the same. from the sequence of number patterns that have been created, the subject can determine the similarities and differences between patterns. the similarity is the difference between diagrams is always the same and the difference is each diagram has a number of tiles or different bricks. this study is in line with the research that has been made by siti (2015), where the process of finding similarities and differences in a pattern can be observed from the expression of the fingers or mimics shown by the child against the pictorial pattern. and children can express with words or sentences that are not symbols. radford (2007), found that children in generalizing patterns were done through coordinating gestures, observations, and voices. contextual stage the contextual stage is the stage where students are able to realize that the similarity applies to all requirements. at this stage the subjects with high, medium, and low ability to experiment either using the existing formula or experiment with mathematical operations and enter some numbers to determine the equations that match the desired pattern. this is in accordance with the findings of raford (2007), which states that the heuristic students in generalizing the pattern based on the tryal and error. although at this stage students do the same way of experimenting, but their steps in trying to look different when the process of workmanship. scribbling done by the subject when workmanship and interview is the way the subject understands. this is in accordance with the opinion of oers (2010) which states that through symbols (eg words or numbers) that children give to their images is an attempt to understand children. in addition, raford (2006), found that children in generalizing patterns see the common features of the given numbers then generalize these numbers in the next sequence. • the process of generalizing patterns is one form of algebraic thinking. the generalization of patterns in algebra thinking lies in the ability of students to capture the similarity in looking at some elements in a sequence of patterns and to realize that this similarity applies to the ordering requirements of patterns and is able to use them to give general expressions in abstract form (siti, 2015). in line with siti (2015), walle (2008), states that one component in algebra thinking is a generalized pattern, the child is able to describe the rules of a pattern. symbolization stage the last stage of the pattern generalization process is the symbolization stage, in which at this stage students are able to give general rules to the pattern in the form of symbols. according to walle (2008) that in creating generalizations need to use symbolism, therefore both generalization and understanding of variables and symbolism must be developed simultaneously. subjects in this final stage begin to use the variables in the general rules it creates. according to walle (2008), the variable is a very useful representation tool for expression and generalization. based on pradnya paramita dewi et al. / international journal of active learning 2 (2) (2017) 111 the result of research done component of symbol and word done by third subject is same. but the subject not only writes the formula, but also explains how the formula has been made. this is in line with caraher and martinez (2008), stating that children not only use notations / symbols but also must represent and give mathematical reasons, make conclusions and generalizations according to them. conclusion semiotics have an important role in the process of generalizing patterns in which to generalize the pattern not only seen from the work of students, but based on the process of students in understanding and making something or called semiotic objectification. semiotic components that appear in the generalization process are gesture, word, and symbol. the generalization stage also consists of three stages: factual, contextual, and symbolization. based on research conducted at the factual stage, the gesture and word of the three subjects are the same. at the contextual stage each subject has different steps of workmanship or manner according to the understanding of each subject. as well as in the final stages of symbolization, the three subjects can create the same formula. this paper is expected to be a reference for teachers to not only assess the outcome but can see the ability of students in the process of generalizing a pattern, so that teachers can know the understanding of each student. for other researchers this paper can be used as a reference to examine the generalization of patterns primarily based on semiotic perspectives. references baryadi, i. p. 2007. teori ikon bahasa: salah satu pintu masuk ke dunia semiotika. yogyakarta: universitas sanata dharma caraher, d.w., martinez, m.v., dan schielmann, a.d. 2008. early algebra and mathematical generalization. zdm mathematics education. 40:3-22 depdiknas. 2006. permendiknas no 22 tahun 2006 tentang standar isi. jakarta : depdiknas. ernest, p. 2006. a semiotic perspective of mathematical activity: the case of number. educational studies in mathematics.61:67-101 gatot muhsetya, dkk.(2008). pembelajaran matematika sd. jakarta:universitas terbuka. hidayat, a.a. 2009. filsafat bahasa: mengungkap hakikat bahasa,makna, dan tanda. bandung: pt remaja rosdakarya offset. oers, b.v. 2010. emergent mathematical thinking in the context of play. educ stud math. 74:23-37 radford, l. 2007. iconicity and contraction: a semiotic investigation of form of algebraic generalizations of patterns in different contexs. zdm mathematics education. doi 10.1007/s 11858-007-0061-0. radford, l. 2003. gestures, speech, and the sprouting of signs: a semiotic-cultural approach to students’ types of generalization. mathematical thinking and learning. 5(1),37-70. radford, l. 2006. algebraic thinking and the generalization of pattern: a semioyic perspective. proceedings of the 28 annual meeting of the north american chapter of the international group for the psycology of mathematics education. vol 1.1-21 sari, n. i. p. 2016. diagnosis kesulitan penalaran matematis siswa dalam menyelesaikan masalah pola bilangan dan pemberian scaffolding. [online]. tersedia: https://publikasiilmiah.ums.ac.id/handle/11617/6979 sugiyono. 2012. metode researcheran kuantitatif, kualitatif dan r&d. bandung: alfabeta. surajiyo., sugeng.a., dan sri andiani. 2005. dasar-dasar logika. jakarta : bumi aksara van de walle, j. a. 2008.matematika sekolah dasar dan menengah jilid 2. jakarta: erlangga vogel, r. 2005. patterns: a fundamental idea of mathematical thinking and learning. zdm vol. 37. 78 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal a comparison of the learning outcomes resulted from jigsaw and tsts learning models viewed from the students’ self regulated learning alfadeo adi putratama, sutriyono, fika widya pratama universitas kristen satya wacana salatiga, indonesia info articles ___________________________ history articles: received 8 january 2019 approved 11 july 2019 published 1 october 2019 ___________________________ keywords: jigsaw, two stay two stray (tsts), self regulated learning, learning outcomes __________________________________ abstract _________________________________________________________________________________ this is a quasi experimental research aiming to compare the learning outcomes resulted from jigsaw and two stay two stray learning models in the context of self regulated learning. the objectives of this research are to investigate (1) whether there is an influence of the learning model on the learning outcomes, (2) whether there is an influence of self regulated learning on the mathematics learning outcomes, and (3) whether there is an interaction between the learning models (jigsaw and tsts) and self regulated learning. the population of this research was the eleventh graders of sma 1 bringin having the mathematical induction lesson. by employing the cluster random sampling technique, two mipa (math and science program) classes were selected to be the research subjects. the xi mipa 2 class was set to be the experimental class, and xi mipa 4 as the comparison. this research employed the randomized control pretestposttest design group, the kolmogorov-smirnov method to test normality, leven's method to test homogeneity, and independent sample t-test to test the initial balance of ability. the statistical test program used in this research was spss version 24 with 5% significance level. the results of hypothesis testing concluded that (1) there were no differences in the learning outcomes resulted from the cooperative learning model implementation, (2) there were differences in the learning outcomes in the context of self regulated learning, and (3) there was no interaction between the learning models and self regulated learning.  address correspondence: email: fika.pratama@uksw.edu p-issn 2528-505x e-issn 2615-6377 alfadeo adi putratama et al. / international journal of active learning 4 (2) (2019) 79 introduction the current curriculum, i.e. kurikulum 2013, refers to permendikbud no. 22 tahun 2016 which proposes a learning principle establishing students as the learning center and a scientific approach as one way of learning. this is done as to encourage students to independently seek for information from various sources by using a scientific approach that helps them construct good understanding. the scientific approach as proposed by the government through permendikbud no. 81 a tahun 2013 is a learning model consisting of 5 stages, well-known as 5 m, i.e. mengamati (observe), menanya (inquire), mencoba (experiment), menalar (deduce), mengomunikasikan (present). each stage is implemented to develop the student’s ability to learn independently and to think creatively. mathematics should have more attention. based on the national exam data gathered by pusat penilaian pendidikan kementerian pendidikan dan kebudayaan, the student’s average score of the national mathematics exam in 2017/2018 (in central java province) was 43.54. the 2015 survey result of programme for international student assessment (pisa) on 72 countries even showed that indonesia was in the 63rd rank with the mathematics score of 386. wahyudin (2008:338) states that mathematics is difficult to teach and learn as it needs suffifient knowledge and understanding in order to learn a new topic. one effort to enhance learning outcomes is by implementing cooperative learning models. slavin (2011:20) states that peer learning, in which students work together in small groups, is a cooperative learning. the cooperative learning models used in this research were the elliot aronson’s jigsaw and the spencer kagan’s two stay two stray (tsts). aronson, et al (slavin, 2011:24) explains that the characteristics of jigsaw type are the use of small groups in class and the ‘breakdown’ of the learning topic. the members of the class are organized into small groups, each of whose members is responsible for one part of a topic. having read or learned the assigned part, each member of different groups having the same part makes a new group, called an expert group. members of the expert group, then, meet and discuss their assigned part. having finished the discussion, each member of the expert group returns to their original group and starts teaching the rest of the groupmates about his or her part. unlike jigsaw, in tsts (lie, 2008:61) model, each group member learns the same parts. the topic is not broken down into sub topics. this model requires small groups of four. two members of each group leaves for another group to teach the members of the new group. both learning models share one thing in common, that is, facilitating students to learn the topic and explaining to others. in addition, both models encourage peer learning. the major difference of both models lies in the group work system. tsts model does not require expert groups as each student learns the same topic. jigsaw, on the contrary, views all students as an expert, in terms of explaining to their peers. both models demand students to independently learn well both individually or in groups. the term independent here is defined as try first by oneself to think, to solve problems, and to disseminate information. this self awareness that enables oneself to learn to achieve a goal is the definition of self regulated learning according to brookfield (2000:130). therefore, self regulated learning became one indicator of the success of a learning process investigated in this study. there have been several studies on the implementation of cooperative learning models. the study done by kurniadi et al dkk (2014) in several high schools in kabupaten kudus implemented jigsaw learning model with nht. the result showed that compared to nht, jigsaw model helped students achieved better. the research by kusumaningrum et al (2015) in a public junior high school in kabupaten sukoharjo which applied tsts, nht dan tps models concluded that tsts contributed to better learning outcomes. this research aimed to compare the students’ learning outcomes resulted from two cooperative learning models: jigsaw and tsts. the research participants were the eleventh graders of sma negeri 1 bringin. alfadeo adi putratama et al. / international journal of active learning 4 (2) (2019) 80 the objectives of this research were to investigate the effect of jigsaw and tsts learning models on the student’s learning outcomes, the interaction between jigsaw and tsts learning models and the student’s self regulated learning, and the effect of self regulated mathematics learning on the student’s learning outcomes. the research problems are formulated as follows: 1) how did jigsaw and tsts cooperative learning models affect the learning outcomes of the eleventh graders of sma negeri 1 bringin?; 2) did self regulated learning affect the mathematics learning outcomes of the eleventh graders of sma negeri 1 bringin?; 3) was there an interaction between jigsaw and tsts learning models and the self regulated learning of the eleventh graders of sma negeri 1 bringin? the findings of this research are expected to give knowledge and insights in the education context, particularly in the area of learning models and self regulated mathematics learning. the findings are also expected to be a reference for future studies in a similar area. learning outcome dimyati dan mudjiono (2006:3) explain that learning outcomes are test results in the form of scores and can be established as a benchmark for one student’s success in learning school subjects. learning outcomes are students’ achievement in the form of scores obtained from a test administering to students in a certain period of time. the conclusion of learning outcomes is a student’s ability through his or her learning experience tested within a certain period of time, the result of which can be used to measure the student’s success in a learning process. jigsaw learning model lie in rusman (2011:218) explains that jigsaw is one cooperative learning model in which students are put into groups of four to six in order to positively work together and to be responsible for their group. the steps of jigsaw learning model used in this research were (1) teacher put the students into groups of four to five, (2) each group member received a different sub topic, (3) all group members having the same sub topic left their original group and formed a new group (the expert group) to discuss the sub topic, (4) having finished discussing in the expert group, all members returned to their original group to teach the subtopic to their group mates, (5) after discussing, each group presented the work, (6) during presentation, teacher and the other groups gave comments and evaluation, and (7) teacher invited all students to conclude the topic having been learned. two stay two stray (tsts) learning model tsts is one type of coopearative learning that can make students more active. students are directly engaged in the learning process, through discussions, questions and answers, and answer quest. topics or learning materials obtained from the peers can be explained and listened to (lie, 2008:61). the steps of tsts learning model used in this research were: (1) teacher put the students into groups of four, (2) teacher gave one sub topic to each group to be discussed (3) after discussion, two members of each group left their original group and joined another group to share information and work result, (4) two other members of each group stayed within their group to welcome the visitors as well as to share information and work result, (5) after visiting other groups, the ‘stray’ members returned to their home group to share any knowledge obtained from the other group members, (6) each group reviewed all information, (7) each group presented their work or findings, (8) during presentation, teacher and the other groups gave comments and evaluation, and (9) closing. self regulated learning brookfield (2000:130) states that awareness trigerred by oneself and a learning ability to achieve a goal compose a definition or self regulated learning. sukarno (1989:64) points out that learners are is considered to be self regulated if they (1) plan and choose their own learning activities, (2) have initiative and encourage themselves to always learn, (3) are responsible for their learning, (4) think critically, alfadeo adi putratama et al. / international journal of active learning 4 (2) (2019) 81 logically and are open minded, also (5) learn confidently. therefore, self regulated learning comes from the learners themselves. method this is a quasi experimental research aiming to obtain information which were the hypotheses of a real experiment conducted in a context where controlling and manipulating all relevant variables were not possible (sugiyono, 2005:72). this research manipulated two independent variables, namely jigsaw and two stay two stray (tsts) learning models by considering a moderate variable, i.e., self regulated learning to investigate the effect of the independent variables on the dependent variable (learning outcomes). the research was conducted at sma negeri 1 bringin located at jalan wibisono gang ii no. 3, bringin, kabupaten semarang from august until september 2018. a total of 238 eleventh graders doing their first semester in 2018/2019 were the research population. there were seven groups of eleventh graders; three groups in the social studies program and four in the science program. through the cluster random sampling, two groups of samples were selected, i.e.: xi mipa 2 and xi mipa 4, each of which had 34 students. group xi mipa 2 was then set as the experimental group implementing jigsaw learning model and group xi mipa 4 as the control group implementing the tsts learning model. this research employed randomized control group pretest-posttest design (budiyono, 2003:54). three data collection instruments were used in this research. the first was the subject’s tenth grade 2017/2018 report card which was used to collect the subject’s scores. the scores then served as the pretest data. the second was a questionnaire designed to collect data on the subject’s self regulated learning. the third was a post test administered to collect data on the subject’s learning outcomes on mathematical induction after the treatment. table 1. posttest blueprint indicators level of difficulty question number to determine the mathematical induction into divisibility to prove if easy 1 to prove the mathematical induction into sequences of known numbers easy 2 to solve the mathematical induction into questions on divisibility moderate 3 to solve the mathematical induction into questions on inequality moderate 4 to prove sequences using the mathematical induction moderate 5 there are two data analysis testing, i.e.: preliminary balance testing and hypothesis testing. both testing involves testing two different mean scores obtained from two independent samples. in determining the testing type to use, parametric or non-parametric, the normality testing should be administered. independent sample t-test should be used if the normality testing is fulfilled. mannwhitney will be used if the testing of different mean scores is not fulfilled. there are two independent sample t-test namely equal variances assumed and equal variances not assumed. to determine which one to use, the homogeneity testing should be conducted. if the homogenity shows that the two samples have equal variances, equal variances assumed will be employed. if the homogenity shows that the two samples do not have equal variances, equal variances not assumed should be used. result and discussions the data collection was done from 2 july 2018 until 21 august 2018. the data obtained are described in the following sections. descriptive analysis on the sample data before the treatment alfadeo adi putratama et al. / international journal of active learning 4 (2) (2019) 82 there were 34 students in each sample group. table 2 below shows the data on the subjects’ pretest scores. table 2. data on the subjects’ pretest scores n minimum maximum mean standard deviation experimental group 34 74,00 86,00 79,5588 2,86241 control group 34 73,00 84,00 78,6765 3,17872 valid n (listwise) 34 although table 2 shows that the experimental group has higher scores than the control group, it does not suggest that the experimental group is better than the control group. therefore, the inferential statistical testing was conducted to investigate whether the two sample groups were equal in the population. inferential analysis on the sample data before the treatment the first testing was the normality testing using spss 24.0. as each sample group had more than 30 subjects (34), the kolmogorov-smirnov testing was used. the result is presented in table 3. table 3. the normalitas testing on the pretest scores code kolmogorov-smirnova statistic df sig. pretest scores experimental .107 34 .200* control .150 34 .051 the significance value of the experimental group was 0.200* while that of the control group was 0.051. the significance value which is more than 0.05 for each group suggests that that the samples come from a normally distributed population. therefore, the homogeneity testing and t-testing were then administered, the results of which are presented in table 4. table 4. the homogeneity testing and independent sample t-testing levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean difference std. error difference 95% confidence interval of the difference lower upper nilai_awal _gab equal variances assumed .891 .349 1.203 66 .233 .88235 .73360 -.58232 2.34703 equal variances not assumed 1.203 65.288 .233 .88235 .73360 -.58262 2.34733 as the levene’s test for equality of variances shows the significance value of 0.349 (which is more than 0.05), the pretest scores of the experimental and control groups are said to have equal variances. in addition, the independent sample t-test (menggunakan equal variances assumed) showing the signifincance value of 0.233 alfadeo adi putratama et al. / international journal of active learning 4 (2) (2019) 83 (which is more than 0.05) suggests that both groups have similar pretest scores. description of the learning models implementation both learning models, jigsaw and tsts, were applied for learning the mathematical induction topic. the basic competences of this topic are proving mathematical statements and using proving method of mathematical inductions such as sequences, inequalities, and divisibility. the teaching lasted for five meetings, each of which lasted for two hours. the data were obtained from groups mipa 2 (the experimental group) and mipa 4 (the control group). the worksheets used in the teaching learning process covered sequences, divisibility, and inequalities topics. the worksheets were validated by 1 lecturer and three mathematics teachers of sma negeri 1 bringin. the initial stages of the teaching learning procesess for both groups were identical, which refer to permendikbud no 22 tahun 2016. these includes greeting and checking the students’ attendance, motivating (using microsoft powerpoint as the media), introducing the topic, informing the basic competences, informing the indicator of competence achievement, informing the learning objectives, and starting the teaching learning process.the differences of the two learning models were evident in the main stage of each teaching learning process. in the experimental group, where jigsaw learning model was applied, the students were put into small heterogenous groups, each of whose members received different sub topics. all members having the same topics then left their home group to form a new group, known as the expert group, in order to discuss their sub topics. once the discussion was over, each member of the expert group returned to the home or original group to explain the sub topic to the other groupmates. in the control group, where tsts learning model was employed, the students were put into small groups, but each group received different topics. later, two members of each group left their home groups to join another group, a process usually called rotation. it was in this new group the members exchanged information about the topic. after gathering different information from different groups, the two members returned to their original group to discuss the information they had. the post activity in both teaching learning processes was similar, i.e. drawing conclusions about the topic. descriptive analysis on the sample data after the treatment the data on the post test scores from both sample groups after the treatment are present in table 5. table 5. data on post test scores n minimum maximum mean standard deviation the experimental group’s post test score 34 26,00 100,00 78,6765 17,10524 the control group’s post test score 34 50,00 100,00 81,0588 13,74650 valid n (listwise) 34 the above table shows that both classes have similar maximum scores. however, the control group has higher minimum and mean scores than the experimental group does. in addition, the control group has lower standard deviation than the experimental group does. this suggests that the data distribution of the control group is better than that of the experimental group. alfadeo adi putratama et al. / international journal of active learning 4 (2) (2019) 84 the data on the self regulated learning of both groups are presented in table 6. table 6. data on self regulated learning scores scores self regulated learning scores total average high medium low experimental group 91.556 72.563 76.889 78.676 control group 86.500 84.167 72.200 81.058 total average 89.533 78.706 74.421 table 6 highlights the fact that the students with high self-regulated learning scores (91.566) and those with low self-regulated learning scores (76,889) have better average scores if they learn through jigsaw learning model, compared to tsts one. meanwhile, the students with medium selfregulated learning scores (85,167) learning through tsts learning model has higher average score than those with the same score level learning through jigsaw. however, the inferential statistical testing was still required to determine whether both samples were balanced in the population. the inferential analysis on the post test scores the hypothesis testing on the post test scores underwent the same stages as the preliminary balance testing. the result of the kolmogorov-smirnov normality testing for each learning model and self-regulated learning category is presented in table 7. table 7. the normality testing on the post test scores class kolmogorova statistic df sig. scores experimental .123 34 .200* control .147 34 .059 high .130 15 .200* medium .090 34 .200* low .117 19 .200* table 7 shows that each group has the significance level of more than 0.05, which suggests that the data come from a normally-distributed population. table 8 presents the result of univariate analysis of variance, which tests the homogeinity. table 8. the result of homogeinity testing on the post test scores levene statistic df1 df2 sig. 1.475 1 66 .229 a. between sample groups levene statistic df1 df2 sig. 2.160 2 65 .123 b. between self-regulated categories tables 8.a and 8.b point out that the significance values between sample groups (0.229) and self-regulated categories (0.123) are more than 0.05. this suggests that the post test scores come from a population of a homogenous variance. analysis of variances two prerequisites of anova, the normality and homogeinity testing, had been conducted. the result of two-way anova with different cells is presented in table 9. alfadeo adi putratama et al. / international journal of active learning 4 (2) (2019) 85 table 9. the result of two-way analysis of variances source type iii sum of squares df mean square f sig. corrected model 3347.631a 5 669.526 3.313 .010 intercept 385757.994 1 385757.994 1908.984 .000 kelas 5.698 1 5.698 .028 .867 kb 1815.844 2 907.922 4.493 .015 kelas * kb 1137.428 2 568.714 2.814 .068 error 12528.649 62 202.075 total 449957.000 68 corrected total 15876.279 67 a. r squared = .211 (adjusted r squared = .147) the above table concludes three things. first, in terms of the effect of the learning models on the learning outcomes, the significance level of 0.867 (which is more than 0.05) suggests that h0 was accepted. this means there was no significance difference in the learning outcomes resulting from the implementation of jigsaw and tsts learning models. this confirms the study by larasati (2017) which stated that the implementation of tsts and jigsaw learning models did not produce any differences in the cognitive domain of the learning outcomes of both the control and experimental groups. the result of class observations revealed that the cooperative learning models demanded the students not only to be responsible for their learning topic but also to help others in understanding the mathematical induction topic. this is in line with the benefits of the two cooperative learning models, i.e.: foster self-awareness, promote inter-personal relationship that enables learners to value learning process, and enhance self-confidence through group discussions. in addition, the use of worksheets required the students to think further, which led them to achieve higher deduction or reasoning level. table 9 shows that the significance value of the students’ self-regulated learning is 0.015 (which is lower than 0.05). this means there is a significant difference in the learning outcomes across the self-regulated learning categories. consequently, a further testing on the intercolumn data was required. the scheffe method, a double comparison testing, was then used to trace the post test mean scores of the students of different self-regulated learning categories. table 10 presents the result. table 10. further testing post-anova on self-regulated learning variables scheffe (i) selfregulated learning (j) self-regulated learning mean difference (i-j) std. error sig. 95% confidence interval lower bound upper bound high medium 10.8275 4.40625 .056 -.2238 21.8787 low 15.1123* 4.90991 .012 2.7978 27.4268 medium high -10.8275 4.40625 .056 -21.8787 .2238 low 4.2848 4,07172 .578 -5.9274 14.4971 low high -15.1123* 4.90991 .012 -27.4268 -2.7978 medium -4.2848 4.07172 .578 -14.4971 5.9274 based on observed means. the error term is mean square(error) = 202.075. *. the mean difference is significant at the .05 level. alfadeo adi putratama et al. / international journal of active learning 4 (2) (2019) 86 the result of the double comparison testing on the learning outcomes of the students with high self-regulated learning against those with the medium one yields the significance value of 0.56 (which is more than 0.05). this suggests that there is no significant difference between the two sample groups. this is caused by the fact that the students with high and medium self-regulated learning were serious in learning the topic of mathematical induction. those students did also not hesitate to learn from their peers. this highlights the characteristics of learners with high and medium self-regulated learning, i.e.: have initiative and motivation in learning and have willingness to learn as well as self-confidence. the comparison between the learning outcomes of the students with medium selfregulated learning and those with the low one show the significance value of 0.56 (which is more than 0.05). this suggests that there is no significant difference between the two sample groups. however, the result of the class observations points out the difference in the attitude. the students in the category of medium self-regulated learning showed a willingness to understand the topic despite the learning difficulties they were experiencing. the students with low self-regulated learning, on the contrary, only focused on being in class and working on the worksheets. less willingness in understanding the topic was shown. this confirms the explanation on the characteristics of learnrs with medium and low self-regulated learning, i.e.: consider problems as obstacles, and cannot yet adjust their learning pace. a different result is shown in the comparison between the learning outcomes of the students with high self-regulated learning and those with the low one. the significance value of 0.012 (which is lower than 0.05) suggests that there is a significance difference between the two post test scores. the post test mean score of the students with high self-regulated learning is 89.533, which is higher that that of those with low self-regulated learning (74.42). the class observation result highlights the fact that while the students with high self-regulated learning were serious in learning and understanding the topic of mathematical induction, those with low selfregulated learning showed less effort. this agrees with the explanation of the characteristics: while learners with high self-regulated learning have initiatie and high motivation to learn as well as are responsible for their topic, those with the low selfregulated learning have less initiative and lower learning motivation. the latter are also less responsible in their learning and see problems as obstacles. this concludes that the students with high self-regulated learning were better than those with low self-regulated learning. in the context of interaction between the cooperative learning model implementation and the level of selfregulated learning, the result produces the significance value of 0.068 (which is more than 0.05). this concludes that there is no interaction of the cooperative learning model implementation variable and the level of self-regulated learning toward the students’ learning outcomes. this condition is caused by the fact that the students with high self-regulated learning are able to learn well regardless of the cooperative learning models. the students with medium self-regulated learning, upon learning through the cooperative learning models, may experience difficulties although they still try to learn and understand the given topic. unlike the previous two groups, those with low self-regulated learning, upon learning through the cooperative learning models, will experience difficulties. they stay until the class ends with they don’t learn or even value the whole learning process. conclusion although there was no significant difference between the learning outcomes of the groups learning through jigsaw or tsts model, both models contributed to better learning outcomes. this is shown from the post test scores which are higher than the pre test scores. there were significant differences among the learning outcomes of the students with high, medium, and low self-regulated learning scores. the differences are explained as follows: there was no difference in the learning outcomes of the students with high and medium alfadeo adi putratama et al. / international journal of active learning 4 (2) (2019) 87 self-regulated learning scores. this was because the students of both categories were serious in learning and were not shy to seek help if they faced difficulties. there was no difference in the learning outcomes of the students with medium and low self-regulated learning scores. this was because the students of both categories saw problems as obstacles and could not yet adjust their learning pace. there was a digificant difference in the learning outcomes of the students with high and low self-regulated learning scores. this was because the students had very different selfregulation on learning. those with high selfregulated learning are serious and responsible in their learning while those with the low one are not. the students with low self-regulated learning consider problems as obstacles. this explains why there was a significant difference in the post test mean scores. there was no interaction between the cooperative learning model and the self-regulated learning. this was because the students’ selfregulated learning was not affected by the models of the cooperative learning. references ahmadi, abu., dan nur uhbiyati. 1990. ilmu pendidikan. jakarta: rineksa cipta. budiyono. 2003. metodologi penelitian pendidikan. surakarta: uns press. brookfield, stephen. 2000. understanding and facilitating adult learning. san fransisco: joseybass publisher. dimyati dan mudjiono. 2006. belajar dan pembelajaran. jakarta: rineksa cipta. kementerian pendidikan dan kebudayaan. 2016. peringkat dan capaian pisa indonesia mengalami peningkatan. https://www.kemdikbud.go.id/main/blog/2016 /12/peringkat-dan-capaian-pisa-indonesiamengalami-peningkatan diakses 20 maret 2019 pukul 12.42. kurniadi. arsa’ad., dkk. 20 4. “ eksperimentasi pembelajaran matematika dengan menggunakan model pembelajaran kooperatif tipe numbered heads together (nht) dan tipe jigsaw pada pokok bahasan trigonometri kelas xi-ipa sma se-kabupaten kudus ditinjau dari motivasi belajar peserta didik tahun pelajaran 2013/2014. jurnal elektronik pembelajaran matematika vol. 2, no. 7 hal 680-690 september 2014. surakarta: uns. kusumaningrum, ratih., dkk. 20 5. “eksperimentasi model pembelajaran kooperatif tipe two stay two stray (tsts), numbered heads together (nht), dan think pair share (tps) pada materi lingkaran ditinjau dari kreativitas belajar matematika siswa smp negeri di kabupaten sukoharjo”. jurnal elektronik pembelajaran matematika vol. 3, no. 7 hal 705-716 september 2015. surakarta: fkip uns. laporan hasil ujian nasional. 2018. https://puspendik.kemdikbud.go.id/hasil-un/ diakses pada tanggal 20 maret 2019 pukul 12.31. larasati, dinar wahyu. 20 7. “perbandingan hasil belajar menggunakan model pembelajaran kooperatif tipe two stay two stray dan jigsaw materi unsur-unsur lingkaran siswa kelas viii smp n ampel”. jurnal pendidikan unila vol. 1, no. 10. lampung: universitas lampung. lie, anita. 2008. cooperative learning: mempraktikkan cooperative learning di ruang-ruang kelas. jakarta: grasindo. muhsetyo, gatot dkk. 2011. pembelajaran matematika sd. jakarta: universitas terbuka permendikbud no. 22 tahun 2016, tentang standar proses pendidikan dasar dan menengah. permendikbud no. 81a tahun 2013, tentang implementasi kurikulum. rusman. 2011. model-model pembelajaran mengembangkan profesionalisme guru. jakarta: pt raja grafindo persada. slavin, robert e. 2011. psikologi pendidikan edisi kesembilan jilid 2. jakarta: pt indeks. sugiyono. 2005. metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta. sukarno, anton. 989. ”perbedaaan keefektifan sistem buku pegangan kuliah ditinjau dari bakat, sikap mandiri, persepsi kualitas pengajaran pada mahasiswa jurusan ilmu pendidikan fkip uns”. jakarta: ikip jakarta. undang-undang republik indonesia nomor 20 tahun 2003, tentang sistem pendidikan nasional. wahyudin. 2008. pembelajaran dan model-model pembelajaran. bandung: universitas pendidikan indonesia. https://www.kemdikbud.go.id/main/blog/2016/12/peringkat-dan-capaian-pisa-indonesia-mengalami-peningkatan https://www.kemdikbud.go.id/main/blog/2016/12/peringkat-dan-capaian-pisa-indonesia-mengalami-peningkatan https://www.kemdikbud.go.id/main/blog/2016/12/peringkat-dan-capaian-pisa-indonesia-mengalami-peningkatan https://puspendik.kemdikbud.go.id/hasil-un/ 145 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal developing students’ multicultural background in structure courses sri haryanti, ana setyandari universitas widya dharma klaten, indonesia info articles ___________________________ history articles: received 8 january 2019 approved 11 july 2019 published 1 october 2019 ___________________________ keywords: developing, multi-culture, structure __________________________________ abstract _________________________________________________________________________________ in applying english sentence structure, learners need to know the patterns that must be mastered. in addition, in making sentences learners need to pay attention to different cultures between one learner and another. this study discusses the background of students’ various cultures. this diversity is in terms of regional origin or provinces, mastered languages, and hobbies. however, this study focuses on hobbies. student hobbies include: reading books, reading novels / comics, writing novels, graphic design, drawing, and so on. this is what encourages researchers to know the benefits of hobbies in learning english sentence structure. in this study researchers propose the problem "how to develop students’ multi-cultural background in ‘structure’ courses?” this problem is solved by collecting data on the construction of sentences that allude to multi-culture; thus they are referred to as data sources which were then scrutinized and recorded. in theory this method is called by sudaryanto observation method. finally, the research data were analyzed by qualitative descriptive method proposed by seliger and shohamy. from the results of the analysis, it can be known the kinds of construction that includes the students’ hobbies. what researchers did was asking students to allude their hobbies in practicing the english structures. this appeal was initially ignored by students. only a small number of students alluded their hobbies in making sentences. researchers urged again to consider their hobbies in making sentences. in the end most students (75%) pay attention to hobbies or remember their hobbies in applying an english sentence.  address correspondence: email: yanti.unwidha@yahoo.com p-issn 2528-505x e-issn 2615-6377 sri haryanti et al. / international journal of active learning 4 (2) (2019) 146 introduction it is widely known that english is one of the international languages. bailey and peoples develop the important role language plays in the existence of a culture when they write: “language underlies every other aspect of a people’s way of life – their relationship with the natural environment, family life, political organizations, worldview, and so forth. most socialization of children depends on language, which means language is the main vehicle of cultural transmission from one generation to the next.” (samovar, larry a, richard e. porter, 2013). it is also a very important means of establishing and maintaining relationship with other people especially people from other country. english is used in education, commerce, business, politics, tourism, technology, etc. besides that, english is one of the foreign languages that has many functions and used in several countries as a formal language and second language in the other countries. so, why do people learn english? they learn english because english is very important to human life aspects in the world. those, who study english come from different areas with various cultures. baker in the conclusion of his research states that an awareness of the multilingual and multicultural settings of english use, therefore, should be a key element of any attempt to teach communication (2012) . people who want to communicate and to convey their meaning correctly must study one of the linguistic aspects which is usually called grammar. in indonesia, english is given in junior high schools to universities, and recently english has also given in elementary schools. in studying english the students often face difficulties because of the differences between mother tongue and foreign language they are learning. the differences may be in pronunciation, phonology, vocabulary, grammar, etc. in english education study program, there is one subject that must be mastered by the students, that is structure which is an important matter particularly in building english sentences. the students have to know how each word fits together with other words in building english sentences. they must realize that building english sentences needs important rule covered in structure. the students should master parts of sentences and kinds of sentences. before making any sentence the students need to decide what kind of sentence they choose. sentences can consist main clause and subordinate clause. a main clause can be called a sentence, whereas, subordinate clause cannot stand alone and therefore, it cannot be called a sentence. subordinate clause is one of the materials that the students must learn. the writers believe that by learning english structure especially on applying subordinate clause, the students can improve their ability in structure. the sentences they make will be various and natural if the students apply their hobby, custom, interest, or culture in general. the application of them can ease the arrangement of words in sentences. every student has hobby, custom, interest, or culture. as stated by grainger and mills that we are using the term ‘culture’ to mean the beliefs, values and practices of any social group that may be considered a community, not just national, linguistic or ethic groups (2013). gillespie and becker say that family members and the places we grew up are often important catalysts for reconstructing and understanding ourselves (2013). betty friedan in gillespie says that “family” is not just a buzz word for reactionaries; for women, as for men, it is the symbol of the last area where one has any hope of control over one’s destiny, of meeting one’s most basic human needs, of nourishing that core of personhood, threatened now by vast impersonal institutions and uncontrollable corporate and government bureaucracies (2013). according to gillespie culture is “artificial, secondary environment” (malinowski) that human beings superimpose on the natural environment. wherever people make their mark on nature, they are creating a culture; a great deal of effort goes into a “creative conversation” about the value of these marks. a society expends a great deal of effort in attempting to converse what it deems to be most valuable (gillespie, 2013). based on the statements above, it is better for students to pay attention to the factors above in sri haryanti et al. / international journal of active learning 4 (2) (2019) 147 constructing any sentence. the students and their lecturers need to have a commitment that in teaching and learning structure, both of them involve their cultures. it is because structure is very important when the students express their ideas either in speaking or writing. it is also recommended by (tonbuloglu, aslan, & aydin, 2016) that teachers need to adopt multicultural educational principles and include these in their teaching programs, while the training opportunities available to teachers and academic studies conducted on this topic need to increase. the writers’ reasons for choosing the topic are 1) the writers are interested in developing multicultural background in structure courses because it is inherent in their daily lives, 2) the students’ multicultural background makes their sentences more alive, not just focus on the patterns and formulas, and 3) the teaching and learning of structure will be interesting and challenging by taking the benefit of students’ various cultures. it is in line with gorski’s conclusion of his research that we, in the education world, are obsessed with culture: cultural competence, cultural proficiency, culturally responsive teaching, multicultural education, inter-cultural communication (gorski, 2016). the problem concerning with this research can be formulated into the following question: how to develop students’ multicultural background in structure courses? to make the scope of study guided, this study is limited to the students of english education study program, teacher training and education faculty, widya dharma university klaten in academic year 2017/2018 in structure i and structure v courses. in this study the writers have two aims, namely to develop students’ multicultural background in structure courses, and to describe the students’ sentences in relation to their cultures. they are inspired by sleeter’s statement that developing critical multicultural educators may require on-going support over the first few years of teaching, given the contexts of school in relation to the standards-based movement. the case study of rita shows, however, that a teacher with a strong commitment to critical multiculturalism and enough experience to have developed the practicalities of excellent teaching, may bring a richer, more ambitious, and more compelling vision to the work of teaching (sleeter, 2004). the writers hope that the research will be useful for the development of english teaching in general and the application of students’ multicultural background in structure courses. besides, the students can develop their cultures in structure courses, especially in making sentences based on certain pattern and formula. methods in order to conduct a good research, a researcher must employ organized procedures. the systematic and planned procedures in the research are collecting and analyzing data. this research uses descriptive method. descriptive method tries to solve problems that exist in the present, which is actual in nature. the procedures of descriptive methods are collect data, compile data, analyze data, and interpret the data. the way used in this study is to describe the sentences made by students based on their multicultural background of english education study program, faculty of teacher training and education, university of widya dharma klaten at semester i and v in academic year 2017/2018. in the description the researchers present the students’ sentences made in structure courses. that is in line with what seliger and shohamy state that in qualitative research where qualitative data have been collected by procedures such as unstructured observation, open interviews, examining records, diaries, and other document, the data are usually in the form of words in oral or written modes (1989). in this research, the data are the students’ sentences in applying the patterns and formulas of constructions given in the lectures of structure i and structure v of the students of english education study program. the sources of data are the first and the fifth semester students of english education study program, teacher training and education faculty, widya dharma university in academic year 2017/2018 by the reason that one of the researchers teaches them. sri haryanti et al. / international journal of active learning 4 (2) (2019) 148 in this study the researchers use simak method to collect the data of the students’ sentences in applying the patterns and formulas of certain construction. according to sudaryanto (2001) simak method is the method done by observing attentively the use of language, it can be paralled with observation method in social science, especially anthropology. to validate data, the researchers apply source triangulation. patton (1984) in sutopo (2006) states that source triangulation has similar meaning as data triangulation. source triangulation can be defined as a technique to collect the data from various sources. in this case, the researchers take some different sentences from different students. in this research, the researchers analyze the data by descriptive qualitative analysis. qualitative research is a research which is concerned with providing description of phenomena that occurs naturally, without the intervention of an experiment or an artificially contrived treatment (seliger and shohamy, 1989). the data are usually in the form of words in oral or written models. these units though come in different forms: some are words within a specific context, or text segments, such as “meaning units”; others are structural segments of text, such as individual phonemes, morphemes, parts of words, lexical and grammatical elements, sentences, phrases, or paragraph; other again are holistic and represent longer text such as narratives (seliger and shohamy, 1989). to make the analysis easy, the researchers apply the steps as follows: 1) classifying the data into the kind of hobby, 2) giving the code to each datum, 3) identifying the words related to the hobby and the patterns, 4) describing the sentences related to the hobby, 5) giving the conclusion of study. results and discussion based on the data, the writers analyze them descriptively. the first data are about the students’ hometown and hobby. the students come from provinces: central java, west java, central sulawesi, central kalimantan, west nusa tenggara. their hobbies are classified into 19: reading (books), reading novel/comic, writing novel, drawing, graphic design, listening music, singing, dancing, watching television, watching movie, photography, cooking, playing football, playing volley ball, playing badminton, swimming, cycling, climbing, travelling. after getting the data above, the writers asked the students to make sentences by considering their hobbies. it is in line with ur’s statement that it is better, says newmark (1979), for the learner to study grammar individually and independently than as a part of the classroom lesson (1999). in the first task only a few of them did it. ur also states that the aim of grammar practice is to get students to learn the structures so thoroughly that they will be able to produce them correctly on their own. the problem is that the structures have not been thoroughly mastered; the learner still depends on a measure of conscious monitoring in order to produce them correctly (1999). for the second task the writers reminded them to make sentences by considering their hobbies. it is like what ur states that one of our jobs as teachers is to help our students make the ‘leap’ from form-focussed accuracy work to fluent, but acceptable, production, by providing a ‘bridge’; a variety of practice activities that familiarize them with the structures in context, giving practice both in form and communicative meaning (1999). as the result, most of them did it, and so did in the next task. the followings are the data gotten from the students based on their hobbies. 1. reading (books) 1. his smile is sweeter than sugar. (da1) 2. i was curious how to kick a soccer ball hard. (da2) 3. she has just few comics. (da3) 4. i used my credit card to buy something. (da8) 5. both naufal and nurul like harry potter movie. (da10) 6. this book is interesting. (fa1) 7. jojo reads both novel and newspaper. (fa2) sri haryanti et al. / international journal of active learning 4 (2) (2019) 149 8. my father donated his salary to charity. (ap1) 9. reading novel is more interesting than reading lesson book (la4) 10. superman is as strong as hulk. (am4) 11. both dedi and dodi buy book. (am5) 12. antartica is the oldest place in the world. (nn7) 13. you are a fast reader. (nn9). 14. not only andri but also dani like reading. (nn10) 15. reading novel, i am drinking a cup of coffee. (av1) 16. the girl reading novel is my sister. (si1) 17. the climate changes because human destroys the environment. (fm1) 18. electronic devices are so useful and everybody who knows how to operate them wants to buy the latest version of the devices. (fm2) 19. the government has the right to pay for the extra tax to whose house is luxurious. (fm3) 20. barack obama who won the election last period retires now. (fm4) based on the data above, the writers know that in making sentences concerning with adjective degrees of comparison the students who have hobby on reading use the words ‘sweeter than sugar’. from reading she knows that usually something which is sweet is identical to sugar. in this case ‘smile’ is even sweeter than sugar. the words which have relation to reading used in their sentences are ‘comics, book, novel, newspaper, lesson, read, reader’. according to wardhaugh (1995), the english language contains a very large number of words and when the learners speak or write in english they combine these words into various ways. besides, they also have understanding of some terms, such as ‘credit card, charity, environment, electronic, government, tax, election’. harry potter is a very popular book for young people. so, whose hobby is reading certainly has read it; and it is also used by one student. what the writers say above is in line with fauziati’s closing statement in teaching grammar chapter that the teacher provides the students with an opportunity to be able to produce the grammatical item making use of syntactically, semantically, and pragmatically correct examples of sentences comprised of appropriate and relevant vocabulary (2010). 2. reading novel/comic 1. i have got the novel written by tere liye. (ey2) 2. he reads either novel or comic. (fd2) the students who have hobby of reading novel/comic use the words ‘novel’ and ‘comic’ in their sentences. the student also knows the author of certain novel, such as tere liye. 3. writing novel 1. this is my novel. (da4) 2. lucia decided to buy either the dictionary or the novel. (da5) the students having a hobby of writing novel made two sentences. it seems that she has a good interest in it because the two sentences were made for different pattern. pattern 1 concerns with adjective; and pattern 2 concerns with correlative conjunction ‘both … and’. both sentences use the word ‘novel’. 4. drawing dried under the sun, the board is being painted over for the second layer of the colour. (fm5) drawing as a good hobby and a skill is possessed by one student. it needs more time and patience. the student expressed her habit or custom by the sentence above. the words used are ‘dried, board, painted, layer, colour’. she practiced making a sentence by participle phrase, especially past participle as clause modifier. 5. graphic design 1. the girl drawing the cat is karina rahmaniar. (rr1) 2. being an artist, witoko has to master the typography. (rr2) 3. i like to make lettering, and my brother likes to make typography. (rr3) 4. i tried to study design, and my friend tried to study film making. (rr4) 5. broto wants to make a painting, so i help him buying some paint. (rr5) 6. before i made the design, i went to alfamart to buy chocolate. (rr6) sri haryanti et al. / international journal of active learning 4 (2) (2019) 150 7. after drawing the sketch, i want to make another sketch, but my brother came to my house. (rr7) this student proves that he has a great interest and custom on graphic design. he is accustomed to expressing the sentences by using some terms related to it, such as ‘drawing, typography, lettering, design, painting, sketch. 6. listening music 1. she has beautiful voice. (da6) 2. my favourite music is jazz. (da7) 3. i listen to music both in the morning and in the night. (da9) 4. toni looked a rainbow. (fd5) 5. either the child or the parents enjoy listening music. (ap2) 6. i love playing both violin and piano. (la1) 7. either the child or the parents enjoy watching music. (la2) 8. my favourite song is the same as yours. (nn6) 9. amanda reads a book. (ik1) 10. lala cried during hearing music. (ik2) 11. she is the best singer. (ik3) 12. her favourite singer is meghan trainor. (ik5) 13. that anna can debut as a singer is her dream. (av2) 14. i am listening music. (es1) the sentences concerning with a hobby of listening music contain some words, such as ‘listen, music, voice, play, violin, piano, favourite, song, singer, etc.’ one student uses the word ‘amanda’ (datum 9) to show her interest in song which expresses someone whom is loved. some students express their hobby of listening music by using the words ‘jazz, beautiful, enjoy, debut, best, cried’. most of the sentences use the pattern n+v+n. they also use the sentence pattern n+lv+sc. the tenses they used are simple present, present continuous, and simple past. someone who has hobby of listening music may have an assumption as beethoven said that music is a mediator between sense life and soul life. other may have as mendelssohn said that music cannot be expressed by words, not because it is unclear, but because music says more appropriately than words. 7. singing 1. ana sings as sweetly as her coach does. (th1) 2. she sings the best. (ik4) 3. the boy singing a beautiful song is my idol. (nn1) 4. the singing boy is my brother. (ar1) 5. she likes singing because singing is her hobby. (ar2) there are four (4) students having a custom of singing. all of the sentences contain the word ‘sing’. datum (1) is in an absolute adverb degree of comparison. datum (2) is in superlative degree of comparison. data (3) and (4) are as a practice of making participle phrase. in datum (3) the word ‘singing’ is a post modifier of the noun ‘boy’, and in datum (4) the word ‘singing’ is as a pre-modifier of the noun ‘boy’. in datum (5), the students practiced complex sentence which consists of gerund as object of the verb ‘like’ and as subject of subordinate clause. actually there are seven (7) students who have a hobby of singing, but there are only four (4) students who made sentences related to their hobby. all of the students are javanese. 8. dancing 1. the event will be held not only for today but also tomorrow. (dn1) 2. she dances as energetically as her teacher does. (dn2). there is only one student having a dancing hobby. the first datum concerns with the sentence applying correlative conjunction ‘not only … but also’. whereas, the second datum concerns with absolute adverb degree of comparison. the words related to ‘dancing’ which were used are ‘event, dances, energetically’. 9. watching television 1. the store gives the customers a discount. (fd1) 2. latri notified bella about disaster. (fd3) 3. optimus prime is the leader of the auto bots. (fn1) 4. this film is too boring. (fn2) 5. both tina and jane like to watch horror movies. (fn5) sri haryanti et al. / international journal of active learning 4 (2) (2019) 151 there are two (2) students having a hobby of watching tv. they made four (4) sentences. as the result of watching tv, they know some words such as ‘discount, disaster, optimus prime’, horror movies. datum (1) uses the basic sentence pattern n+v+n+n (s+p+io+do). datum (2) uses the basic sentence pattern n+v+n (s+p+do). datum (3) and (4) use the basic sentence pattern n+lv+sc (s+p+c). datum (5) uses correlative conjunction ‘both … and’. 10. watching movie 1. conjuring is the most interesting film. (kf1) 2. both indri and sella like horror film. (kf2) 3. willy saved putri’s book. (nn3) 4. michele is the teacher. (nn4) 5. nick wants to be architect. (nn5) three (3) students have a hobby of watching movie. one student did not express her hobby in making sentences. from watching movie, 1 student knew conjuring and horror film; 1 student knew the names of willy, michele, and nick. 11. photography 1. a darkening sky may bring showers. (an1) 2. a blooming flower is like a rainbow. (an2) one student has a hobby of photography. she expresses her hobby through the sentences which show the scope of photography by using the words ‘sky, blooming, flower, rainbow’. 12. cooking 1. the chief cooked us a pizza. (fd2) 2. ditin cooked at the kitchen. (fd4) 3. riyani cooks as well as fitri. (fn4) 4. either jack or janet eats the pizza. (fn6) 5. my mother teaches us how to bake a cake. (la5) 6. they liked noodle. (am1) 7. bagas brings me some cakes. (am2) 8. my mother is cooking soup for grandmother. (am3) 9. wanda both eats and makes noodles. (am6) 10. my mother always cooks in the kitchen everyday with a new hot plate. (fd1) 11. she cooks both sate and noodle. (fd3) 12. i cook the rice both in the morning and in the night. (fd5) 13. putrid cooks pizza. (nn1) 14. sinta eats noodle. (nn2) 15. she cooks fried rice the most deliciously in her house. (nn8) 16. i’m better at cooking than my sister. (df1) 17. dian not only eats but also makes a bowl of noodle. (df2) 18. she is not only cooking but also eating chicken soup. (ik6) 19. jane makes either cake or doughnut. (ik7) out of 36 students, 8 students have a cooking hobby. they produced 19 sentences. it cannot be denied that naturally women should be able to cook. therefore, most of students are accustomed to cooking. the most familiar word for them is ‘cook’. kinds of food can be found in the data, such as ‘pizza, cake, sate, noodle, soup, fried rice, doughnut’. the other related words are ‘chef, kitchen, hot plate, delicious, eating’. the construction applied are absolute adverb degree of comparison (datum 3), superlative adverb degree of comparison (datum 15), comparative adjective degree of comparison (datum 16), correlative conjunctions (data 4,9,11,12,17,18,19); basic sentence patterns n+v+n+n (data 1, 5, 7), n+v+c (data 2, 10), n+v+n (data 6, 8, 13, 14). 13. playing football 1. both volley and football are popular in indonesia (md1) 2. the club will give whoever wins the race a gold cup. (aw1) two (2) students have a hobby of playing football. as they like playing football, they made sentences with the word ‘football’ and ‘club’. one student practiced making a sentence using adjective, namely ‘popular’ (datum 1), descriptive adjectives usually indicate an inherent quality (beautiful, intelligent), or a physical state such as age, size, colour (frank, 1972), .and the other student made practiced basic sentence pattern n+v+n+n (datum 2) and a noun clause as an indirect object. 14. playing volley ball one student has a hobby of playing volley ball, but he does not express it in his sentences. sri haryanti et al. / international journal of active learning 4 (2) (2019) 152 15. playing badminton one student has a hobby of playing volley ball, but he does not express it in his sentences. 16. swimming 1. i see an old woman swimming in the swimming pool. (ey1) 2. budi likes swimming, but agus likes hiking. (hr1) five (5) students have a swimming hobby. however, only 2 students who made sentences based on their culture. they used the word ‘singing’ in their sentences. in datum 1 the sentence applied participle phrase (the first ‘swimming’) reflected in the function of noun modifier, especially as post-modifier; while the second ‘swimming’ is as a gerund. datum 2 contains the word ‘singing’ as object of the verb ‘like’. 17. cycling one student has a hobby of cycling, but he does not express it in his sentences. 18. climbing the fog climbs down the hill in the morning. (dw1) two (2) students have a hobby of climbing. one student expressed her hobby in one sentence above. the word used which is related to her hobby is ‘climbs. the other student did not touch her hobby in the sentences. she focuses her sentences on the patterns which should be applied. 19. travelling 1. the three of us got into the boat rented for a fishing trip. (qa1) 2. what will you do if you get lost in an island and you are alone with nobody else? (nk1) four (4) students have a hobby of travelling. two students did not express their hobby in making sentences. from travelling, 1 student knew the condition of someone who gets lost somewhere, in this case she made it in conditional sentence; 1 student used the word ‘trip’ and knew the words ‘boat, rent, fishing’. based on the explanation above, the writers can count the number of students who considered their hobby in making sentences and those who did not. to make the explanation clearer, the writers present the number on table below. here is the number of them. when the writers see the table above, it seems that the number of students who considered their hobbies in building sentences is more than those not. as the result, it can be said that the teaching and learning of structure needs to explore the students’ experiences, interests, and cultures. as stated by warren in the conclusion of his article “therefore, identifying instances of positioning or categorization as experienced teachers engage in them is important to english language teacher preparation because it is in these moments that teacher educators have the opportunity to help inservice teachers challenge their linguistic practices” (warren, 2018). it is also supported by yilmaz’s statement in the finding of his research (2016) that students’ achievements will increase and it will be more likely that they will become citizens of world if they can study at school that enables them to protect and live their cultures and preserve the heterogeneous concealed under the homogeneousness through individuals coming from different cultures. the next discussion concerns with the number of sentences made by students based on their hobbies individually. from the computation, the writers know that there are 9 students who did not touch their hobbies in making sentences. they just tended to apply the sentence patterns. however, the writers can state that this research is successful, because 75% of students (27 students) did what the writers instructed. they made sentences based on the patterns which should be mastered and their customs or hobbies. in this study the students practised some sentence pattern, such as adjective and adverb degrees of comparison, correlative conjunctions, basic sentence patterns: n+v+n, n+v+n+n, n+lv+sc, participle phrase, noun clause, etc. accelerated learning method in learning foreign language was proposed by ahimsa (2006). the result of this method is considered to result the best. it can be done by using multi senses and multi intelligence. this method says that theory is brought to the real life. based on this method, this study is appropriate enough to show that learning structure cannot be separated from everyday life. sri haryanti et al. / international journal of active learning 4 (2) (2019) 153 this opinion may relate to what (yuan, 2018) stated that the results offer guidance for creating a pathway of establishing school cultures and academic environments within teacher education programs where “students of every cultural and racial background feel welcome and are encouraged to reach their highest potential, as well as receive academic achievements” (bennet, 2004). conclusion based on the analysis of data, the writers conclude the study that students’ multicultural background needs to be developed in structure courses. it is done by asking the students to inform their hometown, their mother tongue, the language they master, their parents’ address and languages, and their hobbies. having known those data, the writers get them to make sentences by applying their habit, custom, or hobby besides focusing on the formulas or patterns. this way can be called contextual instruction proposed by direktorat akademik direktorat jenderal pendidikan tinggi (2008). contextual instruction is a learning concept which helps a lecturer relate the subject content to the daily real life and motivate the students to make relatedness between knowledge and its application in daily life as the members of society, professional or managerial agents, entrepreneurs, and investor. references ahimsa, d. (2006). accelerated learning for the 21st century (cara belajar cepat abad xxi). bandung: penerbit nuansa. baker, w. (2012). from cultural awareness to intercultural awareness. elt, 66(1), 62–80. direktorat akademik, d. j. p. t. (2008). buku panduan pengembangan kurikulum berbasis kompetensi perguruan tinggi. jakarta: direktorat akademik direktorat jenderal pendidikan tinggi. frank, m. (1972). modern english, a reference guide. new york: englewood cliffs, prentice hall, inc. gillespie, s. and r. b. (2013). across cultures, a reader for writers (sixth edit). new york: pearson education, inc. gorski, p. (2016). rethinking the role of “culture” in educational equity: from cultural competence to equity literacy. multicultural perspectives, 18(4), 221–226. https://doi.org/10.1080/15210960.2016.12283 44 samovar, larry a, richard e. porter, e. r. m. & c. s. r. (2013). communication between cultures, eighth edition. boston: monica eckman. seliger, h. w. and e. s. (1989). second language research method. oxford: oxford university press. sleeter, c. (2004). critical multicultural curriculum and the standards movement. english teaching: practice and critique, 3(2), 122–138. retrieved from http://education.waikato.ac.nz/research/files/et pc/2004v3n2diall.pdf tonbuloglu, b., aslan, d., & aydin, h. (2016). teachers’ awareness of multicultural education and diversity in school settings. egitim arastirmalari eurasian journal of educational research, (64), 1–28. https://doi.org/10.14689/ejer.64.1 ur, p. (1999). a course in language teaching, practice and theory. warren, a. n. (2018). exploring experienced teachers ’ constructions of culturally and linguistically diverse students in an online class, 20(2), 58– 80. yılmaz, f. (2016). multiculturalism and multicultural education: a case study of teacher candidates’ perceptions. cogent education, 3(1), 1–13. https://doi.org/10.1080/2331186x.2016.11723 94 yuan, h. (2018). educating culturally responsive han teachers : case study of a teacher education program in china, 20(2), 42–57. 133 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal the think pair share type of cooperative learning model application using scientific approach with videoscribe media aid narita dyah arini soetarno joyoatmojo, asri laksmi riani sebelas maret university, indonesia info articles ___________________________ history articles: received 8 january 2019 approved 11 july 2019 published 1 october 2019 ___________________________ keywords: think pair share, scientific approach, videoscribe, learning activeness, learning outcome __________________________________ abstract _________________________________________________________________________________ the objective of research was to find out whether or not the use of think pair share model with scientific approach with videoscribe aid can improve learning activity and outcome of students. this study was a classroom action research. the subject of research was the 10th social science 1 (x ips 1) graders consisting of 35 students, and x ips 4 graders consisting of 36 students in sma negeri 3 sukoharjo. techniques of collecting data used were observation, interview, documentation, and questionnaire. techniques of analyzing data used in this study was qualitative and quantitative data analyses, while the combination method employed was convergent parallel mixed methods in which the author collects quantitative and qualitative data at the same time, analyzes the data separately, and compares the result to find out whether or not the findings are overlapping. the result of research showed that the application of think pair share using scientific approach with videoscribe aid in economics subject could improve learning activeness and learning outcome in the 10th social science 1 and 10th social science 4 graders in sma negeri 3 sukoharjo. it was characterized with the increase in learning activeness in the x ips 1 graders of sma negeri 3 sukoharjo from 66.84% prior action to 81.29% in cycle i and 81.29% in cycle ii. it was followed with the increase in learning outcome of x ips 1 graders of sma negeri 3 sukoharjo from 33.33% of students passing successfully the mmc prior action to 68.57% in cycle i and to 88.57% in cycle ii. the increase of learning motivation also occurred in x ips 4 grade of sma negeri sukoharjo following the application of think pair share model using scientific approach with videoscribe aid from 63.93% prior action to 70.20% in cycle i and to 81.48% in cycle ii. it was followed with the improvement of students’ learning outcome from 13.88% of students passing successfully the mmc prior action to 75% of students doing so in cycle i and 91.67% of students in cycle ii.  address correspondence: email: dyah.narita@gmail.com p-issn 2528-505x e-issn 2615-6377 narita dyah arini et al. / international journal of active learning 4 (2) (2019) 134 introduction as the time progresses, particularly in globalization era, the high-quality human resource is required in a variety of sciences. the improvement of human resource is a prerequisite needed to achieve the high-quality nation development. one attempt to be taken to improve the quality of human resource is to use education. education is the key to the improved quality of human resource; for that reason, the quality of education should always be improved. industry revolution 4.0 results in high demand in education sector. it is because in this age everything is getting more instantaneous and modern. therefore, the process of acquiring information from anywhere runs more quickly. education is an endeavor taken consciously and deliberately to change human behavior, either individually or in group to mature human beings through teaching and training attempt (sugihartono, fathiyah, setiawani, and nurhayati, 2007: 4). formal education distributed to the community can be said as national education because it is governed by the state. teacher in this disruption era is required to be a professional one. a professional teacher is the one with skill, competency in delivering learning material using certain innovations. in indonesia, most senior high school have used 2013 curriculum as the foundation in designing learning. in the implementation of 2013 curriculum conducted by teachers, students attend the learning less vigorously because they are always be required to keep active in each learning process in other subjects. it of course requires full concentration and thinking, thereby making the students bored and tired and affecting the learning outcome the students achieve. it occurs in various subjects taught in senior high school (sma), one of which is economics subject. the teaching of economics subject in senior high school still uses conventional lecturing method. most students learn only to memorize the material concepts and understand the concept poorly. it makes the students developing their ability and potency inadequately. if it is left continuously, it will extinguish the students’ motivation, so that the students’ learning outcome particularly in economics subject becomes less optimal. therefore, the author wants to apply another interesting learning model to stimulate the students’ spirit and passion in receiving the learning material delivered by economics teacher. economics is a compulsory lesson to social science students in senior high school. economics give the students knowledge on how to make appropriate decision in allocating resource. this research took place in sma n 3 sukoharjo. this location was selected because the school has lower mean score of daily test minimum mastery criteria in economics subject throughout sukoharjo regency. table 1. percentage of daily test minimum mastery criteria for students in public senior high schools in sukoharjo school name passing successfully (%) not passing successfully (%) sma negeri 1 sukoharjo 93% 7% sma negeri 2 sukoharjo 80,5% 19,5% sma negeri 3 sukoharjo 39,3% 61,9% sma negeri 4 sukoharjo 75,2% 24,8% data source: primary data processed by the author in 2018 this study focused on the 10th grade because this grade is the students’ transition period from junior high school to senior high school so that the students’ thinking is still unstable and has not had strong base related to economics, particularly those taking social science concentration. the x ips grade consists of x ips 1, x ips 2, x ips 3, and x ips 4. the distribution of daily test for x ips grade is not even. some students have high score but some others have low score. the percentage of successfully passing for the x ips graders is presented in table below. narita dyah arini et al. / international journal of active learning 4 (2) (2019) 135 table 2. mean score of daily test for the x ips grade in economics subject rata school name passing successfully (%) not passing successfully (%) x ips 1 33.3% 66.7% x ips 2 65.4% 34.6% x ips 3 62.6% 38.4% x ips 4 13.9% 86.1% data source: primary data processed by the author in 2018 considering the result of early observation conducted on teachers and students of sma negeri 3 sukoharjo, it can be seen that the factors resulting in low learning outcome are as follows: 1. students participate less actively in learning process, because the learning model applied by teachers is less appropriate. 2. only some students can follow the conventional learning model applied by teachers, thereby resulting in less conducive class. 3. students consider that economics subject contains too many theories thereby reduces the students’ interest in receiving economics subject. methods data analysis in this study started from the beginning of research to the end of data collection. the data resulting from field research was processed and analyzed using interactive model of analysis. interactive technique of analysis refers to miles and huberman’s analysis encompassing data reduction, data display, and conclusion drawing (sutopo, 2006: 85). the procedure of qualitative data analysis is as follows: 1. data collection data collection was carried out using interview, observation, and documentation based on categorization consistent with the research problem to be developed into data sharpening through searching further data (miles & huberman, 2007: 139-140) 2. data reduction data reduction is the first component of analysis constituting the processes of selecting, focusing, simplifying, and abstracting data from field note. this process runs continuously during research implementation. even the process starts before the data collection (sutopo, 2006: 91). reducing data, according to sugiyono (2012: 338), means “summarizing, selecting key points, focusing on important matters, finding the theme and pattern, and disposing unnecessary thing”. 3. data display as the second component of analysis, data display is a set of information organizations, description in the form of narration enabling the research conclusion drawing. sutopo (2006) argued that this display is a set of sentences arranged logically and systematically so that when it is read, many things occurring can be understood and it enables the author to do something in analysis and other action based on such understanding. 4. conclusion the early conclusion drawn is still provisional in nature and it will change when strong supporting evidences are found in the next data collection stage, but when the conclusion drawn in the beginning stage has been supported with valid and consistent evidence, it is credible and verified. results and discussion results x ips 1 grade of sma negeri 3 sukoharjo the result of student learning activeness questionnaire in prior action is very low, with mean score of 66.84, and then the learning outcome of students in prior action is also still low with mean score of 64.69 (below mmc of 75.00). meanwhile, the result of student learning activeness questionnaire increases with mean score of 72.44 in cycle 1, belonging to high narita dyah arini et al. / international journal of active learning 4 (2) (2019) 136 criterion and the learning outcome of students increases as well with the mean score of 77.34 or higher than mmc in cycle i. furthermore, the result of learning activeness questionnaire shows improvement with the mean score of 81.29 in cycle 2, belonging to very high criterion and the students’ learning outcome increases with mean score of 80.03, higher than mmc. table 3. result of learning activeness questionnaire for ips 1 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. activity aspects prior action cycle i cycle ii note visual activities 61.69% 66.53% 70.56% improves oral activities 59.56% 72.24% 84.56% improves listening activities 69.76% 71.37% 78.63% improves writing activities 70.00% 69.52% 76.45% improves drawing activities 68.15% 76.61% 84.27% improves motor activities 69.35% 77.82% 87.50% improves mental activities 67.34% 68.35% 79.44% improves emotional activities 68.87% 77.10% 88.87% improves average percentage 66.84% 72.44% 81.29% improves (source: processed primary data, 2018) figure 1. comparison of learning activeness for ips 1 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. 0 10 20 30 40 50 60 70 80 90 100 prior action cycle i cycle ii visual activities oral activities listening activities writing activities drawing activities motor activities mental activities emotional activities narita dyah arini et al. / international journal of active learning 4 (2) (2019) 137 table 4. learning outcome of ips 1 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. action number of students mmc total score mean completion not successful failed prior action 35 75 2470 70.58 33.33% 12 23 cycle i 35 75 2702 77.34 68.57% 24 11 cycle ii 35 75 2801 80.03 88.57% 31 4 figure 2. comparison of learning outcome for ips 1 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. x ips 4 grade of sma negeri 3 sukoharjo the result of student learning activeness questionnaire in prior action belongs to very low criterion, with mean score of 63.93, and then the learning outcome of students in prior action is also still low with mean score of 64.25 (below mmc of 75.00). meanwhile, the result of student learning activeness questionnaire increases with mean score of 70.20 in cycle 1, belonging to high criterion and the learning outcome of students increases as well with the mean score of 78.03 or higher than mmc in cycle i. furthermore, the result of learning activeness questionnaire shows improvement with the mean score of 81.49 in cycle 2, belonging to very high criterion and the students’ learning outcome increases with mean score of 80.73, higher than mmc. table 5. result of learning activeness questionnaire for ips 4 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. activity aspects prior action cycle i cycle ii note visual activities 57,26 67,33 70,56 improves oral activities 56,10 63,36 79,49 improves listening activities 71,77 72,58 82,66 improves writing activities 67,90 69,51 80,32 improves drawing activities 67,34 72,58 85,48 improves motor activities 61,29 72,17 85,08 improves 0 10 20 30 40 50 60 70 80 90 100 learning outcome prior action cycle i cycle ii narita dyah arini et al. / international journal of active learning 4 (2) (2019) 138 mental activities 65,12 70,56 79,43 improves emotional activities 64,68 73,54 88,87 improves average percentage 63,93 70,20 81.48 improves (source: processed primary data, 2018) figure 3. comparison of learning activeness for ips 4 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. table 6. learning outcome of ips 4 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. action number of students mmc total score mean completion note successful failed prior action 36 75 2313 64.25 13.88% 5 31 cycle i 36 75 2809 78.03 75.00% 27 9 cycle ii 36 75 2908 80.28 91.67% 33 3 figure 4. comparison of learning outcome for ips 4 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. 0 10 20 30 40 50 60 70 80 90 100 learning outcome prior action cycle i cycle ii 0 10 20 30 40 50 60 70 80 90 100 prior action cycle i siklus ii visual activities oral activities listening activities writing activities drawing activities motor activities mental activities emotional activities narita dyah arini et al. / international journal of active learning 4 (2) (2019) 139 discussion the result of research shows that think pair share (tps) type of cooperative learning model with videoscribe aid can improve the students’ learning activeness. in prior action stage, the learning activeness of students belongs to low category with the following scores: visual activities 61.69%, oral activities 59.56%, listening activities 69.76%, writing activities 70.00%, drawing activities 68.15%, motor activities 69.35%, mental activities 67.34% and emotional activities 66.87%, with mean score of 66.84% for the x ips 1 grade. the learning activeness o f x ips 4 graders also belongs to low category with the following scores: visual activities 61.69%, oral activities 59.56%, listening activities 69.76%, writing activities 70.00%, drawing activities 68.15%, motor activities 69.35%, mental activities 67.34% and emotional activities 66.87%, with mean score of 63.93%. in relation to the learning outcome of the x ips 1 graders passing mmc successfully, 33.33% or only 12 of 35 students pass successfully. it is in line with the condition of x ips 4 grade in which only 5 of 36 (13.88%) students pass successfully the mmc after the implementation of think pair share (tps) type of cooperative learning model with videoscribe aid by means of delivering learning objective, motivating the students, and presenting information using videoscribe, think, pair, share, and evaluation and rewarding in cycle i, the learning activeness of students shows some improvement in individual indicators: visual activities 66.53%, oral activities 72.24%, listening activities 71.37%, writing activities 69.52%, drawing activities 76.61%, motor activities 77.82%, mental activities 68.35% and emotional activities 77.10%, with mean score of 72.44 for the x ips 1 graders. the application of 6 syntaxes of think pair share type (tps) of cooperative learning model with videoscribe aid also impacts the improvement of students’ learning outcome. after the application of syntax containing: delivering the learning objective, motivating the students, and presenting information with videoscribe aid, think, pair, share, and evaluation and rewarding in cycle i, the number of students in the x ips 1 grade who pass successfully the mmc increases from 33.33% to 68.57%. similarly, the learning outcome of x ips 4 graders improves as well as indicated with the increase in number of students passing successfully the mmc from 13.88% to 75.00% after the think pair share (tps) type of cooperative learning model application with videoscribe aid in cycle 1. the think pair share (tps) type of cooperative learning model application with videoscribe aid using the syntax of delivering the learning objective, motivating the students, and presenting information with videoscribe aid, think, pair, share, and evaluation and rewarding in cycle 2 also results in the improvement in the students’ learning activeness. the improvement of learning activeness in x ips 1 grade occurs in 8 indicators of learning activeness: visual activities 70.56%, oral activities 84.56%, listening activities 78.63%, writing activities 76.45%, drawing activities 84.27%, motor activities 87.50%, mental activities 79.44% and emotional activities 88.87% with mean score of 81.29% belonging to significant category, compared with that before the think pair share (tps) type of cooperative learning model application with videoscribe aid using 6 learning syntaxes in cycle 2. the improvement occurs in 8 indicators of learning activeness: visual activities 70.56%, oral activities 79.49%, listening activities 82.66%, writing activities 80.32%, drawing activities 85.48%, motor activities 85.08%, mental activities 79.43% and emotional activities 88.87%, with the mean score of 81.48 for the x ips 4 grade. similarly, the x ips 1 graders have significant improvement in their learning activeness after the think pair share (tps) type of cooperative learning model application with videoscribe aid. the application of 6 syntaxes of think pair share type (tps) of cooperative learning model with videoscribe aid also impacts the improvement of students’ learning outcome. after the application of syntax containing: delivering the learning objective, motivating the students, and presenting information with videoscribe aid, think, pair, share, and evaluation and rewarding in cycle ii, the number of students in the x ips 1 narita dyah arini et al. / international journal of active learning 4 (2) (2019) 140 grade who pass successfully the mmc increases from 68.57% to 88.57%. similarly, the learning outcome of x ips 4 graders improves as well as indicated with the increase in number of students passing successfully the mmc from 75.00% to 91.67% after the think pair share (tps) type of cooperative learning model application with videoscribe aid in cycle 2. it confirms the result of previous studies (iyer, kothiyal, majumdar, and murthy 2013; chikmiyah and sugiarto 2012; and tint and nyunt 2015) stating that think pair share learning is the active learning containing an activity of thinking independently in answering a question, discussing with partner, and discussing by presenting the result of discussion in the class, in order to get a correct answer. think pair share model gives the students more time to think, to answer, and to help each other. this model application can activate the students in discussion process, so that the students can cooperate within one group and can create the students’ character, and the learning outcome of students is obtained through their ability development experience process in solving some problems. furthermore, from the finding of alpusari and putra’s (2015:4) study, it can be seen that the tps type of cooperative learning model application can improve the students’ science process skill comprehensively. sugiharti and suyitno (2015: 8) said that the application of tps (think pair share) based on e-learning can improve independence, activity, and problem solving skill. the application of think pair share in learning process can encourage the students to interact actively with other students and to require them to think critically in solving some problems. the implementation of videoscribe learning media can also improve the students’ learning effectiveness and activeness. this research is also in line with masood and othman’s (2014) study finding that the use of videoscribe as learning media stimulates and creates an effective and interesting learning environment. the use of videoscribe media can be used effectively in the students’ learning process. in line with this, pao, chi, and pei (2015) also stated that videoscribe media is a learning media of acquiring knowledge more effective than traditional learning. videoscribe media is a technological media helping the material presentation in the class, thereby contributing to the learning. this result is confirmed with previous studies (prayoga, santosa, and hamidi, 2013; artianingsih, witurachmi, and sumaryati, 2013) explaining that the use of videoscribe media exerts positive effect, making the learning easier and clearer, and building the good relation with fellow students. the use of videoscribe media can improve active participation in learning activity and group discussion. considering the findings obtained from the result of observation, field note, interview, and research questionnaire associated with the previous figures’ opinion, it can be concluded that the learning conducted by implementing the think pair share type of cooperative procedures with videoscribe media can improve active and creative thinking skill to solve problem, to develop thinking ability individually and in group, and to create an effective learning environment and good relationship between students and teachers. the students’ learning activeness can be seen from their ability of expressing questions and ideas/suggestion, paying attention to, listening to, and noting (recording) the learning material delivered, discussing well corresponding to instruction, and participating vigorously in the learning activity. from several indicators of learning activeness aforementioned, it can be seen that in fact the think pair share (tps) type of cooperative learning model application with videoscribe results in the improvement in the learning activeness of students. considering the result of observation, field note, and interview after the teachers implement the think pair share (tps) type of cooperative learning model with videoscribe aid, it can be seen that the students’ learning outcome improves significantly. the think pair share (tps) type of cooperative learning model gives the students a better understanding to master the learning material delivered by teacher. enthusiasm, discipline, mutual respect in expressing opinion, narita dyah arini et al. / international journal of active learning 4 (2) (2019) 141 curiosity, and self-confidence of students improve when the teachers explain the material using the think pair share (tps) type of cooperative learning model with videoscribe aid. the improvement of students’ learning outcome can be seen from the comparison of students’ learning outcome in prior action, cycle i and cycle ii, as presented in the table below: table 7. learning outcome of ips 1 graders of sma negeri 3 sukoharjo in prior action, cycle i and cycle ii stages. action number of students mmc total score mean complettion note successful failed prior action 35 75 2470 70.58 33.33% 12 23 cycle i 35 75 2702 77.34 68.57% 24 11 cycle ii 35 75 2801 80.03 88.57% 31 4 figure 7. comparison of learning outcome for ips 1 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii table 8. learning outcome of ips 4 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. action number of students mmc total score mean completion note successful failed prior action 36 75 2313 64.25 13.88% 5 31 cycle i 36 75 2809 78.03 75.00% 27 9 cycle ii 36 75 2908 80.28 91.67% 33 3 figure 8. comparison of learning outcome for ips 4 graders of sma negeri 3 sukoharjo in prior action, cycle i, and cycle ii. 0 10 20 30 40 50 60 70 80 90 100 learning outcome prior action cycle i cycle ii 0 20 40 60 80 100 learning outcome prior action cycle i siklus ii narita dyah arini et al. / international journal of active learning 4 (2) (2019) 142 from the table above, it can be seen that the think pair share (tps) type of cooperative learning model application with videoscribe can improve the students’ learning outcome in economics subject in sma negeri 3 sukoharjo. it confirms aplusari and putra’s (2015) study finding that the think pair share (tps) type of cooperative learning model application can improve the students’ scientific process entirely. the improvement of learning outcome shows the highest increase in applied science aspect. it is consistent with economic learning later very useful in daily life of students. the assessment of learning outcome in this research was conducted using authentic assessment. widoyoko (2014: 49-88) said that there are nine techniques for assessing the learning outcome: test, observation, self assessment, peer assessment, performance assessment, portfolio assessment), project assessment, product assessment, and journal assessment. data of cycle i and cycle ii show that the learning outcome of students improves from prior action to cycle ii. the improvement of students’ learning outcome involves affective (attitude and activeness), psychomotor (students’ performance and portfolio), and cognitive test. the improvement of learning outcome in affective domain can be seen from the students’ awareness of learning and participating actively in group discussion. students’ discipline in complying with the school’s regulation and submitting the assignment punctually, their responsibility in working on the assignment improve, and the students’ mutual tolerance are very high because all students respect each other’s opinion and can interact with all students in one class. the result of psychomotor learning outcome was measured using performance assessment during the discussion process and portfolio assignment in group. the improvement of psychomotor learning outcome can be seen from the result of observation during discussion process and the students’ discussion report. the result of discussion report was organized with complete material tidily and in structured manner, and submission of assignment at specified time. the learning outcome for cognitive aspect is reflected on the improvement of students’ learning outcome as measured with the result of written test in the end of each cycle. the score of students’ written test increases, because of the students’ increased understanding on the material delivered through think pair share (tps) type of cooperative learning model with videoscribe help. the result of previous studies has benefited much the development of education world. the results of several previous studies are relevant to the current research. kurniawati (2015) found that activeness and learning media use can improve the entrepreneurship learning outcome. aji and suparman’s (2019) study found that the use of learning media with macromedia flash software can improve the students’ learning outcome. the result of isiaka, b (2007), akerele, a, j and adeola f. afolabi’s (2012) study showed that the use of videoscribe in the learning improves the students’ learning performance more effectively. the improvement of students’ learning motivation and learning outcome in this study is also characterized with the increase in the percentage of learning motivation in the x ips 1 and ips 4 graders of sma negeri 3 sukoharjo from 66.84% prior action to 72.44% in cycle i and to 81.29% in cycle ii for the x ips 1 graders. it is also followed with the improvement of learning outcome of x pemasaran i (the tenth marketing 1) graders after the think pair share (tps) type of cooperative learning model application with videoscribe aid as indicated with the increase in the number of students passing mmc successfully from 33.33% prior action to 68.57% in cycle i and to 88.57% in cycle ii. the improvement of learning activeness also occurs in the x ips 4 grade of sma negeri 3 sukoharjo after the think pair share (tps) type of cooperative learning model application with videoscribe aid, as indicated with the increase in the percentage of learning activeness from 63.93% prior action to 70.20% in cycle i and to 81.48% in cycle ii. it is also followed with the improvement of students’ learning outcome in x ips 4 grade after the think pair share (tps) type of cooperative learning model application with videoscribe aid, as indicated with narita dyah arini et al. / international journal of active learning 4 (2) (2019) 143 the increase in the number of students passing successfully the mmc prior action to 75.00% in cycle i and to 91.67% in cycle ii. conclusion considering the result of data analysis and discussion, it can be concluded that the think pair share (tps) type of cooperative learning model application using scientific approach with tutorial video aid in economics subject can improve the learning outcome and the learning activeness of students in sma n 3 sukoharjo. the improvement of learning outcome can be seen from such aspects as improved knowledge, comprehension, application, analysis, synthesis, and evaluation so that the objective of research can be achieved. in addition, the think pair share (tps) type of cooperative learning model application using scientific approach with videoscribe aid affects the activeness of students. the activeness of students can be seen from many aspects: visual activities, oral activities, listening activities, writing activities, drawing activities, motor activities, mental activities, emotional activities. the result of the think pair share (tps) type of cooperative learning model application using scientific approach with videoscribe aid shows that the action given has been successful as it has met the criteria of successful action applied before, that when 75% of students achieve score higher than mmc with mean score of 80.00, the action can be said as successful. in addition, an action is considered as successful when the learning outcome of students improves viewed from the improved knowledge, comprehension, application, analysis, synthesis, and evaluation. references akerele, j.a., & afolabi, a.f. 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(2014). teknik penyusunan instrumen penelitian. yogyakarta: pustaka pelajar 114 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal the influence of knowledge management towards motivation teaching in boarding schools soeprayitno, purwati yuni rahayu sebelas maret university, indonesia info articles ___________________________ history articles: received 8 january 2019 approved 11 july 2019 published 1 october 2019 ___________________________ keywords: knowledge management, motivation to teach __________________________________ abstract _________________________________________________________________________________ boarding schools is an educational institution in the formation of character students who have pretty strong sosio-historis roots, thus making it able to occupy a central role in the world of education in indonesia. there are at least three boarding school principal function: first, the transmission of islamic science; secondly, observance of islamic tradition; and third, the coaching candidates the leader of the people. knowledge management and motivation of teachers/kiyai is the most important pillar in boarding schools. this research is intended to explore and analyze the factors of knowledge management and its effects in the motivation of teaching in modern islamic boarding schools “assalaam” surakarta. referring to the issue of research and hypotheses are developed, the source of data for this research is the primary data obtained from the teacher, head of boarding schools through the questionnaire, interview and focus group discussion (fgd), and secondary data obtained from the conditions and the profile of boarding schools. this type of research is causal. data processing using structural equation models (sem) pls version 2.0. based on research results that found that the motivation of teaching can be shaped or influenced significantly by knowledge management in particular islamic knowledge management.  address correspondence: email: soeprayitno.trisakti@gmail.com p-issn 2528-505x e-issn 2615-6377 soeprayitno et al. / international journal of active learning 4 (2) (2019) 115 introduction there are two dimensions of the role of the boarding schools, namely as a subculture and educational interaction center. boarding schools as a subculture, according to wahid (1999), formed by the elements: (1) pattern of independent boarding schools leadership not coopted by the state; (2) general reference books that are always used from different centuries; and (3) value system used is part of the wider community. it is called the center of educative interactions, since boarding schools was born as a manifestation of the willingness of the two meetings: the spirit of the people who want studied (naat) as a provision of his life with the integrity of person (kiyai) who want to apply their knowledge and experience to the people. for boarding schools, these changes have been implies an expansion of the original function, simply place the teaching-learning of islam became the center of a multifunctional activities including learning financial and economic problems of the people. the expansion of these functions push the middle class to the top of society to send their children in boarding schools. almost all boarding schools develop systems, even public schools madrasahs (santoso, 1989). boarding schools as educational institutions, from the standpoint of the education administration must be able to reflect on the important traits of education, namely: (1) contains the value and give consideration values; (2) there are oriented to the improvement of human life; and (3) influenced by the environmental education community where it is located (sukmadinata, 1997). nowack (2004) conclude that leadership creates the dynamic vision of the organization that can provide the impetus for creative and new innovations. leadership can inspire awe, to have a sense of pride and loyalty to the members of the organization so that they can be motivated to do more than it expected. at the level of institutions, successful implementation of the renewing of educational programs demanding he does three things. first, strengthen institutions and organizational structure of the school, including developing the ability of personnel in managing innovation. second, increase the ability of teachers. third, developing implementing and commitment of all parties in renewal programs (vespoor, in achmady, 1995). in landscape management to convene it, pull the two interests that put boarding schools on strategic issues such as financing structure that the more complex, the diversity of the socio-economic background of students, and competency professional produce educators in boarding schools. institutional management education and boarding schools basically cannot be released from the issue of renewal and change. from the perspective of organizing the education and leadership kiyai in boarding schools, meaning the tendency implies a number of important aspects that need to be developed by boarding schools in responding to the challenge. the aspects in question is: (1) human resources as planners, implementers, evaluators and the direction for the follow-up program developed by boarding schools; (2) organizational culture as a value system that can guarantee quality of performance institutions boarding schools; and (3) life skill as a representation of the success rate of boarding schools in developing a vision and mission through the establishment of skilled personnel to answer the demands and the needs of future students. in that context, kiyai leadership will also be expanded from “traditional capacity” as the main resource owners and religious studies at boarding schools, became the driving force of innovative thinking for the enhancement of educational services in boarding schools let alone if the intended boarding schools are boarding schools. issue and very risky if the main religious knowledge resource on boarding schools not performed risk management or knowledge management classification. similarly, in which knowledge management need to know the implications for the performance of a nanny or teacher in boarding schools. nowack (2004) conclude that leadership creates the dynamic vision of the organization that can provide the impetus for creative and new innovations. from the results of previous research researchers could develop a profile of the boarding schools in leadership motivation by the role's “kekyaian” within the context of modern surakarta islamic soeprayitno et al. / international journal of active learning 4 (2) (2019) 116 boarding schools coordinated as caregivers, educational and institutional role model in motivating, developing traditions of the academic organizational climate or boarding schools, which feels less interesting researched by scientists, but in the context of boarding schools as educational institutions, this tradition is quite challenging for some reason examined. first, the boarding schools as a noble academic institute that not only developing aspects of islamic knowledge management course, but as a center of islamic motivation; second, the boarding schools as a noble institute must change yourself in a more visionary and innovative in all aspects, so that it is able to develop its mission in addressing the social society in particular boarding community through the center of islamic organization culture/islamic boarding. there are several models of the knowledge management process describes the relationships between key science management process. among them were described by davenport and prusak (2003) and three stages of model generate, codify/coordinate-, transfer) and ward and aurum (2004) through 7 stages ' create, acquire, identify, adapt, organize, matter, and apply (king, 2009). nonaka's model (1994) that the initiation of management science include the creation or possession of science by the organization. creation science including developing new science or replace content with science. four things related with creation science nonaka refers to the four modes of socialization of knowledge creation (convert knowledge “tacit knowledge” through social interaction and sharing of experiences), knowledge (creating combination “tacit knowledge” with a new merge, categorize, and synthesis of existing explicit knowledge), externalisasi (convert “tacit knowledge” to the new explicit knowledge) and internalization of knowledge (creating “tacit” knowledge of new explicit). illustration of four this mode is apprenticeships, reports the surve literature, lessons learned repositories and learning through individual and group discussions by choudhury (2000) referred to as the “suratic process” (king, 2009). at the stage of “acqiusition”, king (2009) explains some of the process to have a science of external sources such as searching the internet (menon and pfeffer, 2003), search (to select the source to use) (king and lekse, 2006) and grafting. add individual who wants knowledge are in your organization (huber,1991). while on stage “refinement” in the picture suggest that science is “tacit knowledge” or implicit, knowledge must be made explisit, codified, organized into the appropriate format and evaluated based on a set of criteria for put in the memory format in your organization. thus, explicit knowledge need only to formatted, evaluation and selected. included in this stage is to include the activities ' culling ' i.e. identify examples of meaning within the framework of the collection; organizing the ie identifies the themes up-to-date and associate the individual with knowledge of his friend and ' distilling ' i.e. create a synopsis or a bunch of bullet points (mcdonald and ackerman, 1997). more king (2009) describes the organization that memory includes storage of knowledge into the minds of the participant organizations, that are stored on an electronic device, which has been owned and held by a group or team and that has been pervasive in business processes, products and services and its relationship with customers, partners and suppliers (cross and baird, 2000). based on the model of process management science nonaka (1994) and then king (2009) making the flow chart that process management science followed by organizational processes will be able to improve results (intermediate outcomes) with the existence of organizational behavior improvement, discussion between management and employees, the repair of the product, service, process, relationships with customers, suppliers and partners, ultimately can improve the performance of the organization in the form of improvements to productivity, sales, profit and even return on investment. science management process consists of the following chart: soeprayitno et al. / international journal of active learning 4 (2) (2019) 117 science organizational process intermediate outcomes figure 1 management of knowledge in organizations (king, 2009) from the above image we can take a lesson that in order to achieve a good organizational performance required the existence of an adequate science through good science “tacit knowledge” that the implicit or, especially, explicit knowledge, which already embodied in the employment guidelines, systems and procedures of operation, organizational culture guidelines as well as the science to all levels of management and employees so they can apply them in in order to achieve the objectives of the organization either material or spiritual, earthly and ukhrowi, business and social. in general, there was some research done researchers researching on the influence of learning/knowledge to leadership and performance, good performance, the performance of learning, as well as the performance of the organization. roland yeo (2003) ever do research about the “linking organisational learning to organisational performance and success: the singapore case studies”. such research can be obtained from the conclusion that: a) found the facts bring there is a time factor related to learning (learning). then suggested, that ' learning ' should have prepared the organization for the future rather than just to meet the needs of the moment; b) factors which affect the activities of the “learning organization” an effort significantly, include two factors i.e., b. 1) ' strategic ' position the company based on the company's vision and mission, b. 2) ' effective leadership ' in providing direction obviously to achieve the goals of the organization. subsequent findings are related to the issue of the relationship between learning and the organization's performance and the results of his findings is that non-tangible performance outcomes such as employee attitude, motivation and commitment are essential cognitive and behavioral evidence of organisational learning. this can mean that performance results are intangible such as employee attitude, motivation and commitment is important evidence about cognitive and behavioral rather than organizational learning. motivation can further be described as acts of the forces that in a person that causes stimulation of the direction and the goal of the effort, (dr. green and butkus and abbas zaidi, in 2011). then, khan (2010) defines employee motivation as the total involvement of an employee in his work which was carried out with full dedication, devotion, happiness, joy, and voluntarily. (khan, 2010). work motivation is defined as something that creates the urge or morale or morale boosters. ibrahim bafadal (sarbini, 2004:21) quotes the hoy and miskel (1987) and sergiovanni (1987) stated that the motivation of working teachers is the willingness of teachers to exercise his duties were added by wiles (1955) that the height of the low motivation to teach teacher's work strongly influenced the performansinya in completing his duties. teaching motivation is motivation which led to teacher/uztadz interested in teaching as his needs are met. the leadership of the boarding schools who realize that the essence of leadership knowledge: -creation -acquisition -refinement -storage -transfer -sharing -re use improved: -innovation -individual learning -collective learning -collaborrative decision making improved: -organizational behaviors -discussions -products -services -processes -relationships (with suppliers, customers and partners) improved organizational performance soeprayitno et al. / international journal of active learning 4 (2) (2019) 118 lies in a clear relationship between the leader and his understanding of leadership as activities to influence others to achieve the goals of the group will increase the motivation of working teachers behaved in his school. the statement quoted bafadal wiles (sarbini, 2004:21) identifies teachers ' needs 8, namely: (1) secure and decent life, (2) kondiri work, (3) a sense of identification, (4) treatment of an honest and reasonable, (5) a sense of being able to, (6) recognition and, (7) took part in the policy making of the school, and (8) the opportunity to develop self respect. as for the method of teaching is effective for learning is learning that provides the opportunity of doing the activity itself. according to john dewey with “learning by doing”. the mode of learning experience is as follows: we learn 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say, and 90% of what we say and do. this indicates if the teachers teaching with lectures, then learners remember only 20% because just listening. conversely, if the teacher asked the students to do something and report it, then they will be given as much as 90%. in view of islam's work to earn a living, according to the words of the prophet peace be upon him. allah loves a servant and skilled work (professional or expert). whoever went to great lengths to make a living for his family then he is similar to a mujahid in allah azza they are harming. (narrated by ahmad). in another hadith mentioned that seeking sustenance that halal is mandatory after a fulfilled the obligatory prayers (such as prayer, fasting, etc.). (narrated by altabaraani and ath-al-bayhaqi) mentioned the word mandatory means islamic work motivation is as worship, then a teacher sued continues to improve knowledge and skills in order to work in quality. the motivation of teaching in modern islamic boarding schools is also a form of appreciation and the mandate or responsibilities. methods review of aspects of nature studies, then research it is a test of the hypothesis, because it determines the independence of the variables examined. this type of investigation from the research is causal, because correlation will prove causal relations due to the association between the variables. while the review of the level of intervention to investigators, then the research was conducted in a natural work environment of the organization, without the intervention of researchers and keep working in the current normal business as usual. seen from the aspect of the situation, then study this study is included in the field experiment, namely the study carried out using the natural environment, where the objects still do its activities normally. the unit of analysis is the individual nature of the research, namely employees of modern islamic boarding schools assalam in surakarta. this research includes time series and cross-sectional (one shot), because it took a few years of data have been implemented as well as a one time interview as well as fgd with employees. based on the goal, kuncoro, (2009), this research is included in the group of applied research (applied research). in applied research, concerns the application of theory on to solve the problem. applied research can be divided into three types, namely (1) the evaluation research; (2) research and development; and (3) research action. the analysis of the data used in this study consists of a descriptive analysis and structural equation modeling (sem). statistical analysis was applied to analyze the characteristics of the sample are obtained when carried out a survey of primary data collection. sem was used to test the research model and causal relations estimates by using a combination of statistical data and the causal assumptions result. sem analysis of other advantages is its ability to analyze a model with several independent variables and the dependent variable as well as add moderating nor interventing into the model are completed in a couple of regression equations (latan, 2012). solimun (2003) in kuncoro (2009) also stated that the election of sem sem pros is an integrated approach between concept and construction of the data analysis. researchers can conduct testing models (the structure of relationships between variables) from theoretical justification existing soeprayitno et al. / international journal of active learning 4 (2) (2019) 119 nor new relations development structures so that the new model is obtained. results and discussios the hypothesis that will discuss about the influence of motivation toward knowledge management teaching at the seminary, is as follows: h0: there was no influence of knowledge management towards motivation teaching in boarding school. ha: there is an influence of knowledge management towards motivation teaching in boarding school. table 1 hypothesis test results hipotesa p-value beta results knowledge management teaching motivation 0.000 0.232 ho: rejected ha: accepted take a look at tabel1 then noted that the magnitude of p is 0.000 so that the p value less than 0.05 alpha value. thus, it can be concluded that there is a significant influence of the application of knowledge management towards the motivation of teaching the teachers at boarding school. the value of b in table 1 are of this value where 0.232 showed that the influence of the knowledge management toward the motivation of teaching in religious schools is a positive influence. however, this value also stated that such influence is included in a very weak influence. knowledge management or knowledge management is a form of collection and knowledge from a variety of sources both in boarding school as well as from outside the boarding school that aims so that the knowledge can be optimally useful against achievement of the objectives of the boarding school. to be able to collect that information, there are various ways that can be gained such knowledge. in this study it is divided into three dimensions, namely, the individual's knowledge, the knowledge of the group outside of boarding school, and knowledge from inside the boarding school. each source of knowledge that will have a big influence on the different knowledge management for it below is the result of the measurement. table 2 influence of dimension of knowledge management dimensi beta individual learning 0.900 learning group 0.918 learning in office 0.724 based on the above table 2 it can be seen that the most influential is the knowledge from outside of the boarding school, this is possible because knowledge from outside the boarding is a form that is difficult to be obtained and it can be very important as it could have been the case with regard to knowledge of the boarding school rivals, or partners and also the customer, where the knowledge of these things will cost very expensive. in this research, knowledge management can influence motivation towards the significance of work. in the motivation of teaching there is a desire to share knowledge, share experiences in life as well as being a good example or example for the students of boarding schools itself. so the existence of boarding school as an institution that not only educate people in religion but also in general science, life and living also can be reached so that the position of the boarding school as a form of educational institution the oldest ever in indonesia. the motivation of teaching of uztadz will be an important factor in the success of boarding school. soeprayitno et al. / international journal of active learning 4 (2) (2019) 120 the following table describes the dimension of motivations for uztadz teaching on modern islamic boarding schools (mibs) assalaam. table 3 the influence of motivational dimensions of teaching uztadz based on table 3 to see that influence that can motivate teachers is through quality work and awards they receive. this is a reasonable and simple things because in accordance with the theories of management in respect of the basic needs of everyone. at present there are three dimensional variables used to measure this knowledge management variables that comprise the dimension between the other individual learning is as follows; table 4 description of the dimensions of the individual learning pembelajaran individu min max mean std dev read the quran 2 5 4,08 0,76 read the hadith 1 5 3,35 0,85 study of fiqh 1 5 3,23 0,82 read the books of sharia 1 5 3,05 0,94 studying the aqeedah 1 5 3,54 0,85 learn the science of worship 2 5 3,76 0,80 study the history & economic 1 5 3,32 0,84 learn morals 1 5 3,69 0,85 learn the islamic leadership 2 5 3,55 0,88 based on the above table it can be seen that the average overall dimensions of learning this individual has an average range above 3.5 but below 4 showed that in general the level of individual learning teachers in religious schools is still below good. then it can be said it is still not reaching the expected conditions. based on table 4 above can also be seen that the highest value is at reading quran. this is very good because the qur'an is one of the book's instructions, which contain a lot of useful knowledge and wisdom in life. the next highest value is learning in science worship independently, although it is the second highest but learning about the science of worship is also quite msih less with an average rating of under 4. the second is the lowest value for the study of the science of fiqh independently. this should not be happening because as a teacher in boarding schools understanding of fiqh is important, because al on jurisprudence there are studies concerning the laws of islam are very important. the next lowest first niali is the study of sharia, by looking at the lowest point it is very noticeable that basically understanding teachers about the importance of islamic law in everyday life is very less. overall then individual learning on teaching in these boarding schools is very less. as for the dimensions of learning groups can be seen in table 5 as follows; teaching motivation beta quality of work 0.991 the responsibility of the 0.968 awards 0.990 soeprayitno et al. / international journal of active learning 4 (2) (2019) 121 table 5 description of the learning group learning group mi n ma x mea n std dev discusses science education including economics finance discuss leadership science 1 5 3,48 0,89 discusses the science of prayer 1 5 3,10 0,94 discuss the leadership of the apostles 1 5 3,25 0,93 discuss the concept of educational companions 1 5 3,21 0,89 study outside of boarding schools 1 5 3,09 0,95 follow lectures outside of the boarding schools 1 5 3,30 1,05 discussion of educational curriculum 1 5 2,74 1,18 learning group 1 5 3,19 1,08 the next dimension a variable knowledge management is the study of groups. in table 5 above, seen that in general group learning as knowledge management implemented in boarding schools are also still lacking. be seen that the highest points occur in the learning activities of groups that engage in educational activities. like scientific discussions about islamic education and also involvement in investigations outside of the boarding school. for the lowest value seen in table 5 is on speaking engagements outside of the boarding school. although it seems less important but still dig science outside of boarding school is the very thing that need to be able to expand insight and also views on the development of understanding religion outside the boarding school to be able to avoid the appearance of the narrow view that can culminate in fanaticism. the next weakest condition are scientific discussions about leadership, it is still very less so need to be improved. the level of the standard deviation in table 5 are not too high in this case showed that the difference in perceptions in this case teachers are also not too varied. table 6 description the learning in office study at boarding school mi n m ax me an std dev following the discussion in the boarding schools 1 5 3,2 9 1,11 actively involved in the discussion 1 5 3,1 3 1,20 have the remain discussion groups in islamic sciences 1 5 3,3 3 1,20 there are islamic discussion program 1 5 3,2 8 1,18 the leadership of the lodge gave a lecture seven minutes 1 5 3,0 6 1,20 the leadership of the lodge provides a means of discussion of islam 1 5 2,8 8 1,23 the leadership of the lodge provided an opportunity examine islam widely including issues of economy and finance 1 5 3,1 9 1,28 islamic leader gives the opportunity to become group leaders hajj 1 5 1,9 9 1,28 soeprayitno et al. / international journal of active learning 4 (2) (2019) 122 based on table 6 above then it is the same as learning individuals and groups also occur in learning in boarding schools. seen that in general the average level of each condition was low or below 4. the highest values seen in the condition in which occurs the formation of discussion groups between teachers at boarding schools. but the weakest conditions thus looks at the availability of boarding schools to support learning in boarding schools as it provides the means to carry out discussion groups and encourage every teacher to develop by following the training of the hajj. on the value standard deviation standard deviation levels that look at this dimension is very high in this case showed that the level of perception of teachers still vary widely on this issue. in general, variable knowledge management which is represented by the three dimensions in the research is still lacking, it is still necessary to undergo many improvements and fixes. the next variable that will be discussed is the motivational variable teaching on this variable there are also three dimensions i.e, dimensions of responsibility and quality of work. table 7 description of awards awards min max mean std dev the pride of teaching in boarding schools 2 5 4,51 0,63 satisfied in teaching in boarding schools 2 5 4,41 0,60 awarded contribution to teaching in the hut 2 5 4,42 0,57 concern for teachers 2 5 4,52 0,58 awards in achieving targets 1 5 3,81 1,01 thank you from the leadership 1 5 3,76 1,14 good judgment 1 5 3,94 0,95 happy over the award has been accepted 1 5 4,34 0,79 based on table 7 above seen that in general the level of awards received by teachers at boarding schools is already good. average rating from table 7 above is already reaching 4 showed that the award was already good. the highest value is visible on the level of awareness of the boarding school toward teachers also value average high level of pride is also seen teachers as a teacher in boarding schools. the lowest value in the table 7 looks at the direction of boarding schools to thank against the teachers. the average value of this condition is the lowest. a thank you or praise-praise other direct is a form of motivational impetus that is very effective when carried out in a manner, time and the right conditions so that the lack of these things will lower the level of awards of the teachers against the leadership of the boarding schools which can leads to a decrease in morale. table 8. description dimensions of responsibility the responsibility of the min max mean std dev responsible in teaching 1 5 4,50 0,70 teachers have enough knowledge to be given 3 5 4,42 0,56 the teacher initiative in teaching activities 1 5 4,24 0,69 target charged in teaching appropriate 1 5 4,16 0,82 soeprayitno et al. / international journal of active learning 4 (2) (2019) 123 based on table 8 above it can be seen that teachers in general already have a responsibility and an attitude of responsibility. it show with the average value of any condition that is very high in the top 4 show that the level of perception of teachers about this responsibility is already good. the highest value was in the perception of responsibility concerning the primary responsibility in a job that is teaching. while the lowest value is at the level of fulfilment of targets which have been assigned responsibility by the boarding schools. the level of standard deviation on this dimension is quite low indicates that this is the same approach among teachers. table 9 description of quality of work quality of work m i n m a x m ea n std de v teachers are experiencing growth in teaching 1 5 4, 55 0,6 6 teaching activities increase the obedience to god 3 5 4, 51 0,5 7 mengalamai teaching skills development and skills for teaching 3 5 4, 44 0,6 2 teachers add to the knowledge in the field of science 3 5 4, 80 0,6 6 a variation of the teaching task 3 5 4, 44 0,6 2 progression as a teacher 1 5 4, 41 0,7 3 existing teaching programs challenged teachers 3 5 4, 41 0,6 7 the existence of the opportunity in developing new knowledge 1 5 4, 48 0,7 1 quality of work is the last dimension on this variable. in table 9 are seen that in general the average quality of the work of teachers is already good. this looks at the average rate value above 4. the highest value appears on the conditions under which teaching will add to knowledge, science and their obedience to god almighty. while the lowest value found on the development programs conducted school and learning the less challenging for teachers, even though the challenge in teaching it is necessary to encourage the intention to continue to develop and move forward. conclusion based on the research results obtained in the above conclusions as follows: 1. knowledge management can influence motivation towards the significance of work. 2. in general the variables of motivation teaching in boarding schools has been good as for suggestions as follows: 1. boarding schools also need to pay attention to the material science and technology-based learning, as an increase in competitiveness and relevance in the field of education include risk management and in particular the economic and financial subjects. 2. the study of islamic knowledge management in indonesia is still very limited, it is characterized by weak libraries in pesantren is an indication of weak islamic library knowledge management at the institute of islamic education indonesia so the reference journal of its kind to be used as a reference for research is limited. 3. the next researchers are expected to develop another variable, dimensions and indicators another independent variable in this study for requested his opinion to the competent respondents with variable ilmu-pengetahuan motivation teach for uztadz or uztadzah that educates financial and economic problems. acknowledgement on this occasion the researchers would like to extend thanks to all those who have provided help or support good moral or a material in the process of this study. specifically thanks i tell the administrators of the foundation assembly of the soeprayitno et al. / international journal of active learning 4 (2) (2019) 124 study and chairman of the surakarta islamic boarding schools of modern islam assalam that has given the opportunity to do this research. references al-mansoori, y. 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(2011). a study on the impact of rewards on employee motivation in the telecommunication sector of pakistan. interdiscplinary journal of contemporary research in business. vol.3 no.3 59 ijal 4 (1) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal cognitive ability profiles of junior high school students with high mathematical abilities in numbers material based on timss domain magdalena dwi puspasari, helti lygia mampouw  pusat studi pendidikan sains teknologi dan matematika, program studi pendidikan matematika, fakultas keguruan dan ilmu pendidikan, universitas kristen satya wacana, indonesia info articles ___________________________ history articles: received 8 july 2018 approved 11 august 2018 published 1 april 2019 ___________________________ keywords: timss, cognitive abilities, number __________________________________ abstract _________________________________________________________________________________ the study aimed to describe the cognitive ability of junior high school students in answering questions on whole and fraction numbers based on timss domain. this is a descriptive qualitative research involving three junior high school students with high mathematical ability as the subjects, i.e.: kv, da, and te. the data colletion instruments were timss questions on whole numbers and fraction and the interview guidelines. the data were analyzed by using timss cognitive domain in the sections of knowing, applying and reasoning. the results indicated that the knowing stated in written by kv and in mind by da. meanwhile te’s ability was limited to compute fractions and measure. while kv applied mathematical concepts in written, da and te applied them verbally. te was less accurate in using the concept of whole numbers. in the context of reasoning, kv was able to propose various solutions, da had a single solution to fraction qeustions, and te was confined to fraction questions. the subjects made their conclusions only in written.  address correspondence: email: helti.mampouw@uksw.edu p-issn 2528-505x e-issn 2615-6377 magdalena dwi puspasari et al. / international journal of active learning 4 (1) (2019) 60 introduction education is a conscious effort in establishing certain conditions and process of learning to enable learners actively develop their self-potentials in order to possess religiousspiritual power, self-control, personality, intelligence, manners, and skills necessary for themselves (uu ri no 20 tahun 2003). the effort should be useful in supporting the advance of a nation’s education and should be supported by good cognitive abilities. according to piaget, there are some concepts of cognitive abilities, i.e.: assimilation, accommodation, and scheme (triwiyanto, 2014, hal. 56). assimilation is a cognitive process of integrating new concepts and perceptions into a pattern or scheme in mind. accommodation is a cognitive process of constructing a new scheme or changing an existing scheme based on a new concept. scheme is a structure which intellectually adapts and changes as one’ cognition develops. according to carroll (1993, p. 10), a cognitive ability is an activity of processing information by mental (brain) thinking. a cognitive ability is also a thinking process emerging from solving problems, which includes understanding and processing information through both new and existing concepts. problem solving processes may also happen in the context of mathematics problem solving in which the solution will not be the best one if the thinking process does not support the aspects of understanding and processing information. one indicator of the education quality of a nation can be seen from international survey results. one of them is trends in international mathematics and science study (timss). timss is an international assessment series of mathematics and science knowledge focusing on the domains of content and learners’ cognition. the mathematics content of timss used as an assessment indicator covers topics on numbers (30%), algebra (30%), geometry (20%), data and chance (20%) (2015a, p. 19). the cognitive domain of timss consists of knowing (35%), applying (40%), and reasoning (25%) (2015a, p. 25). in timss, there are four categories of abilities, namely advanced, high, intermediate, and low (2015b, p. 65). students in the advanced category, having a mean score of higher than 625, are able to apply, propose various solutions, and conclude accordingly. those in the high category, with a mean score between 550 and 625, have the ability to apply and understand solutions. students in the intermediate category, having a mean score between 475 and 550, are able to apply mathematical concepts in simple situations. the last category students, those in the low one, have a mean score lower than 475 and know some basics in mathematics. timss survey is conducted every four year. indonesia has been in the low category from 1995 until 2015. in 2011, indonesia scored 386 which earned the 38th rank out of 42 countries (timss, 2011, p. 42). in 2015, indonesia scored 397 which gave the 44th rank out of 49 countries. this is still in the low category (timss, 2015b, p. 19). this timss low rank of indonesia has triggered several researchers to investigate the indonesian students’cognitive ability. a study by riswan (2013) found out that the indonesian students in the very low category consisted of four sub categories: very low (39.16%), low (32.42%), medium (21.46%), and high (6.97%). a research by witri, putra dan gustina (2014) also explained that students often had difficulties in answering timss mathematics questions, particularly in the cognitive deduction area. this was confirmed by the fact that the students did only 50% of the whole questions. the difficulties were caused by the students’ unfamiliarity with mathematics questions like those in timss and their lack of concept understanding, which eventually did not help them solve complex problems. this research aimed to describe the cognitive ability of junior high school students having high mathematical ability in answerving timss mathematics questions on numbers. the scope of the research is limited to describing the cognitive ability of junior high school students in the context of concept knowledge, concept application, and concept deduction in answering questions related to fractions and whole numbers. numbers were selected as this is the first topic to learn according to 2013 curriculum. this topic is taught to seven graders and composes 30% of the total mathematics content of timss. magdalena dwi puspasari et al. / international journal of active learning 4 (1) (2019) 61 methods this is a descriptive qualitative research whose data on the students’ cognition are in the forms of words, behavior, and images on answering questions on numbers. the explanation of the students’ cognitive ability in answering questions on fractions and whole numbers is described in numbers, sentences, and images. the research subjects were three seven graders of smp negeri 2 salatiga, namely da, kv, and te. based on the final test score in the first semester of 2017/2018, the three subjects are said to have high mathematical ability. the data collection instruments were six questions of tes kemampuan [mathematical ability test] (tk), the interview guidelines, and some documents. the questions were adapted from timss mathematics questions on fractions and whole numbers. the description of each question is presented in table 1. the research data collected were the students’ test answer and the interview result. table 1. test blueprint cognitive domain questions knowing question no. 1 * whole numbers find the sum of exponentiation whose final result is a rounded-up sum. question no. 2* fractions find 2 numbers having 2 prerequisites applying question no. 3 * whole numbers solve a word problem to find the total packs of paper needed to make school’s magazines for a year question no. 4* fractions word problems find the comparison of two one-year-cellular expenses of two companies, excluding the texts and calls made find the comparison of two one-year-cellular expenses of two companies, including the texts and calls made reasoning question no. 4* whole numbers solve a word problem to find the numbers of cars parked, whose result is a rounded-up multiplication question no. 6* fractions present a polygonal shape into a circular shape having equal fraction values *source: tk1: timss 2003, p. 117, tk2: timss 2003, p. 25, tk3: timss 2003, p. 81, tk4: timss 2015, p. 109, tk5: timss 2007, p. 110, adapted the data on the subjects’ cognitive ability were analyzed by using timss cognitive domain. there are three aspects in this domain. first, knowing as the knowledge of concept and the fluency in the mathematical ability which includes recall, recognize, classify/order, compute, retrieve, and measure. second, applying as the application of mathematics concept in line with the facts, concepts, and procedure of prolem solving which includes determine, represent/model, and implement. third, reasoning as the logics in solving poblems which include logical and systematic thinking in order to transfer knowledge as well as skills including analyze, integrate/synthesize, evaluate, draw conclusions, generalize, and justify. the result of the data analysis is presented in the forms of the subjects’ cognitive ability profile in answering timss questions on numbers. results and discussions knowing the three subjects’ concept knowledge of whole numbers demonstrated the subjects magdalena dwi puspasari et al. / international journal of active learning 4 (1) (2019) 62 understood the principles of exponents and addition operation of whole numbers. the subjects were able to recall, recognize, and classify/order the exponentiation concept and the addition operation of whole numbers. the subjects were able to obtain the necessary information from the questions that enabled them to proceed to finding the answers. the subjects differently demonstrated their knowing related to measuring. kv wrote and compute to find the answers while da and te directly wrote the answers. the result of the interview revealed that kv did the writing and calculation as she was not yet sure about her answer. fiture 1.a. shows kv’s measuring result. da and te used their fingers to calculate without writing down the stages used to find the answers. although the three subjects used different ways of measuring, they produced the same answer. kv’s and da’s knowing on fractions demostrate their mastery on number sequence principles. faced with the differences in writing fractions, the decimal or fraction forms, they often uniformly converted into fraction forms. then, for fractions having the same denominator, kv and da sequenced them based on the numerator value. the differences lie in the fact that kv wrote the stages of making the denomitors uniform while da did not; although da was able to verbally explain the stages of sequencing the fractions. te recognized decimals and fractions but were unable to figure out their relation. unlike kv and da, te did not have the compute that enabled her to relate decimals to fractions. kv, da, te answered the questions on fractions differently. kv wrote each step in finding the answers. figure 1.b shows her work. da, on the contrary, processed the questions in mind. both kv and da could give the correct answers, but te did not possess the measure aspect to systematically find the answers. kv’s answer figure 1. kv’s measure aspect on whole numbers applying the subjects’ applying related to whole numbers showed that the subject had different strategies to find the answers. three of them used different ways of determine and represent/modeling the information obtained from the question. while kv wrote down the important points, da and te explained it orally. during the interview, kv explained that she wrote down the points as to ease her do the calculation. da and te, having understood the questions, did not feel the need to write down the important points. figure 2 shows kv ‘s represent/model. figure 2. kv’s represent/model of whole numbers the subjects’ solving strategies are considered as a strategy implement process. the three figures below show different strategy implement processes. figure 3.a shows how da used multiplication rows to find 620 x 12 then stopped writing after finding the answer. she figured out the rest of the calculation in her mind. figure 3.b shows how kv found 620×12, continued to divide the previous answer by 500, and wrote her conclusion with the final figure. figure 3.c shows how te found 620×12 and continued to divide the previous answer by 500. da and kv had the same answer and were said to have appropriately applied their strategy. te miscalculated 620×12, and, thus, had a different answer. da’s answer kv’s answer te’s answer figure 3. the subjects’ implement aspect on whole numbers the subjects' applying of fractions show that the subjects were able to verbally explain the complete information from the question. they also magdalena dwi puspasari et al. / international journal of active learning 4 (1) (2019) 63 had and used different strategies to find the answer, which was the same. figure 4.a shows how da used rows in the calculation without writing the companies’ name. figure 4.b shows how kv used rows in the calculation, separated the ownership from each company, but did not write the price unit used. figure 5 shows how te wrote down the calculation in one line, separated the ownership from each company, and wrote the price unit used. da’s answer kv’s answer figure 4. da’s and kv’s implement aspect on fractions figure 5. te’s implement aspect on fractions reasoning the subjects’ reasoning on whole numbers showed that the three subjects were able to analyze and integrate/synthesize information according to the principles of multiplication and round up/rounding down. the subjects also had several different ways to find the answer. da and kv had two ways of finding the answer. their first way is multiplying the numbers and rounding up the answer. the multiplication was done to find 68 x 92. the result was, then, rounded up. the second is doing the rounding to the nearest known numbers and multiplying the numbers. the rounding up was done to number 68 dan rounding up to 92. the result was then multiplied. te only thought of only one solution, i.e.: the rounding to the nearest numbers and multiplying the numbers. all subjects were able to withdraw a generalize conclusion and justify the argument of each step mathematically. although the three of them had the same answer, they did draw conclusion which they were able to explain verbally. the subjects’s reasoning on fractions also show that the subjects have different abilities to analyze questions on fractions. da and kv were able to analyze and integrate/synthesize the fractions made of groups of planes and convert the planes into circles. te ignored the fact that the fractions were made of groups of planes but tried to convert the planes into circles. da and te had the evaluation aspect of fractions, but kv did not. da had one solution, i.e.: divide the circle into several parts representing the fractions made of the plane group. te was unable to apply the mathematical concept of fraction conversion to find the answer. kv had two solutions. the first was estimating. the second one, the evaluation step, was multiplying the fractions represented by the figures to 3600 in one circle as shown in figure 6.b. although experiencing difficulties in applying mathematical concepts when working on the question, the three subjects produced the same answer but did not draw the conclusion. during the interview, the subjects were able to make generalize conclusions of each step they used to apply them to similar questions. they were also able to mathematically reviewed each step they used. da’s answer kv’s answer kv’s answer figure 6. da’s and kv’s evaluate aspect on fractions discussions the research findings pointed that although the subjects had high mathematical ability, they did not have the same cognitive ability. in the knowing, kv’s conceptual ability was similar to da’s but not to te’s. kv was able to give the correct answers and write her conceptual ability. da was able to give the correct answers but did not express her conceptual ability in written. te’s ability was limited to the compute aspect on fractions and to the measure aspect of whole numbers and fractions. these findings support the studies done by kablan dan kaya (2013) which magdalena dwi puspasari et al. / international journal of active learning 4 (1) (2019) 64 stated that it took a good conceptual knowledge in order to be able to answer timss questions. mawaddah and maryanti (2016) also stated that the concept knowledge of junior high school students were good. in the applying, the three subjects did almost a similar process to fulfil each aspect. kv was able to write her understanding of the questions on fractions and use the mathematical concept to find the correct answers. da was able to verbally express her understanding of the questions and use the mathematical concept to find the correct answers. da was able to verbally express her understanding of the questions but was not accurate in using the mathematical concept to find the answers. these findings confirm some previous studies (amelia, susanto, & fatahillah, 2015; sulistyorini, pujayanto, & elvin yusliana ekawati, 2013) which stated that the junior high school students’ ability to apply concept was good, with the percentage of 71.2%. however, their being less accurate caused difficulties in understanding questions. this, therefore, contradicts the study by fatqurhohman (2016) which pointed the students’ lack of concept mastery as the cause of the problem. in the reasoning, there were differences as well as similarities. the differences lie in the numbers of solutions proposed. kv’s concept knowledge ability enabled her to think of various solutions. da’s ability enabled her to propose a single solution to fraction problems. te, however, had a limited concept knowledge ability on fractions. the similarity is shown by all subjects’ limited ability to express their conclusions in written. these findings support several previous studies (agasi & rudhito, 2014; anisah, zulkardi, & darmawijoyo, 2011; ario, 2016; putrawangsa & hasanah, 2018) which stated that the deduction or reasoning ability of junior high school students were said to be fair although some students had poor ability. those subjects had difficulties in understanding the questions and concepts as well as writing out their reasons since they mostly stuck to the calculating procedure. this contradicts the previous study by susanti (2016) which concluded that the sudents’ reasoning ability to answer timss questions was good. conclusion this study found that the three subjects had different profiles of ability to answer questions on whole numbers and fractions. kv’s knowing profile was “able to express her conceptual knowledge in written and find the correct answers. da’s knowing profile was “able to do the abstract thinking and find the correct answers. te’s knowing profile was “limited to the compute aspect of fractions and the measure aspect of whole numbers and fractions”. kv’s applying profile was “able to express her understanding of the questions in written and accurately use the mathematical concept to find the correct answers”. da’s applying profile was “able to express her understanding of the questions verbally and accurately use the mathematical concept to find the correct answers”. te’s applying profile was “able to express her understanding of the questions verbally and use the mathematical concept less accurately to find the correct answers to the questions on whole numbers”. kv’s reasoning profile was “able to propose various solutions but was not good in writing down the conclusions”. da’s reasoning profile was “able to propose a single solution to the questions on fractions but was not good in writing down the conclusions related to whole numbers and fractions”. te’s reasoning profile was “show limited concept knowledge ability to answer the questions on fractions and limited ability to write down the conclusions related to whole numbers and fractions ”. the study recommends teachers to emphasize their teaching on the mathematical concept knowledge and application and to add more questions requiring the mathematical concept deduction. the emphasis and the questions should reflect the application of the mathematics problem into daily life, as shown by timss questions. in addition, further studies are expected to involve subjects with medium and low mathematical abilities. magdalena dwi puspasari et 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(2015b). timss 2015 international results in mathematics. chestnut hill, ma, usa: timss & pirls international study center. triwiyanto, t. (2014). pengantar pendidikan. (y. s. hayati, ed.). jakarta: pt bumi aksara. uu ri no 20 tahun 2003 tentang sistem pendidikan indonesia (2003). indonesia. witri, g., putra, z. h., & gustina, n. (2014). analisis kemampuan siswa sekolah dasar dalam menyelesaikan soal-soal matematika model the trends for international mathematics and scinece study ( timss ) di pekanbaru. jurnal primary program studi pendidikan guru sekolah dasar fakultas keguruan dan ilmu pendidikan universitas riau, 3(1), 32–39. retrieved from https://www.researchgate.net 71 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal saintific approach in 21 st century learning in indonesian language learning vocational school of pharmacy angela diyansih wisesa chuntala  masters in indonesian language and literature education, sanata dharma university, indonesia info articles ___________________________ history articles: received 8 january 2019 approved 11 july 2019 published 1 october 2019 ___________________________ keywords: scientific approach, 21st century education, vocational learning __________________________________ abstract _________________________________________________________________________________ the current learning process has reached the 21st century where information is widely spread and technology is developing. the characteristics of the 21st century are marked by the interrelation of the world of science so that it synergizes faster (bnsp, 2010). the 21st century is also marked by the number of (1) information that is available anywhere and can be accessed at any time; (2) faster computing; (3) automation that replaces routine jobs; (4) communication that can be done from anywhere and anywhere (litbang kemendikbud, 2013). the things above are also in line with learning in vocational high schools (smk). muhadjir effendy (mendikbud) conveyed that the vocational curriculum is in accordance with the needs of the business and industrial world (dudi) and the indonesian national work competency standards (skkni). these things are also applied in learning indonesian. learning indonesian based on a scientific approach aims to increase intellectual ability to think high-level students (lutfiyah, 2015: 3). indonesian subjects in the 2013 curriculum use a text-based approach (lutfiyah, 2015: 4).  address correspondence: email: achuntala76@gmail.com p-issn 2528-505x e-issn 2615-6377 angela diyansih wisesa chuntala / international journal of active learning 4 (2) (2019) 72 introduction the progress of information and communication technology has changed the lifestyle of humans both in work, socializing, playing and learning. the current learning process has reached the 21st century where information is widely spread and technology is developing. the characteristics of the 21st century are marked by the interrelation of the world of science so that it synergizes faster (bnsp, 2010). the 21st century is also marked by the number of (1) information that is available anywhere and can be accessed at any time; (2) faster computing; (3) automation that replaces routine jobs; (4) communication that can be done from anywhere and anywhere (litbang kemendikbud, 2013). 21st century learning is simply interpreted as learning that gives 21st century skills to students, namely 4c which includes (1) communication, (2) collaboration, (3) critical thinking and problem solving, and (4) creative and innovative. based on bloom's taxonomy, which was revised by krathwoll and anderson, the ability that students need to achieve is not only lots (lower order thingking skills), namely c1, c2 understand, c3 apply, and c4 analyze, but also hots (higher order thingking skills) c5 evaluate, and c6 creates (apandi, 2018). meeting the demands of the 21st century the government changed and renewed the curriculum used in learning. 2013 curriculum is a curriculum that is currently used as a learning platform for all levels in indonesia. as explained in permendikbud number 81a of 2013 namely, curriculum 2013 (k13) adheres to the view that knowledge cannot be moved away. this is in line with the thoughts of constructivists. starting from this constructivist thinking, there is a 21st century learning paradigm shift. one of the consequences of this learning paradigm shift is the promotion of the scientific approach (abduh, 2018: 307). the scientific approach is intended so that students know, understand, and build knowledge through scientific methods. so the role of the teacher is absolutely necessary not only as a notifier, but rather to guide students to complete the process skills in learning (abduh, 2018: 307). this scientific approach is to provide understanding to students in recognizing, understanding, various materials using a scientific approach that information can come from anywhere, anytime (lutfiyah, 2015: 3). the application of scientific / scientific approaches to learning requires changes in circumstances and forms of learning that are different from conventional learning. through a scientific / scientific approach can make students more active in constructing their knowledge and skills. in the learning process students are taught and accustomed to discover scientific truths, not only invited to take an opinion in seeing a phenomenon including learning indonesian (lutfiyah, 2015: 3). learning indonesian based on a scientific approach aims to increase intellectual ability to think high-level students (lutfiyah, 2015: 3). indonesian subjects in the 2013 curriculum use a text-based approach (lutfiyah, 2015: 4). the things above are also in line with learning in vocational high schools (smk). muhadjir effendy (mendikbud) conveyed that the vocational curriculum is in accordance with the needs of the business and industrial world (dudi) and the indonesian national work competency standards (skkni). he said, the ministry of education and culture is conducting industrial cooperation in an effort to revitalize smk. ministry of education and culture noted, as many as 3,574 industries cooperated with vocational schools. he also affirmed that the former chancellor of the university of muhammadiyah malang (umm) described the government's 2020 target, namely, first having 5.5 million vocational student ts with it education through 1,650 vocational schools, 850 regular smks, 3,300 vocational alliances, and 750 consortium vocational schools. second, 80 percent of graduates work in their fields, 14 percent are self-employed, eight percent go to vocational higher education. the explanation is in accordance with the formulation of the vocationa l education and skills roadmap according to the mandate of presidential instruction no. 9 of 2016. he explained, the roadmap for vocational revitalization encourages good relations between the world of education and industry (republika.co.id). angela diyansih wisesa chuntala / international journal of active learning 4 (2) (2019) 73 scientific approach the learning process in curriculum 2013 for all levels is carried out using a scientific approach. the learning process must touch three domains, namely attitudes, knowledge, and skills. in the scientific approach based learning process, the attitude domain takes on substance transformation or teaching material so that students know about 'why'. the realm of skills is to take substance transformation or teaching material so that students know about 'how'. the realm of knowledge takes on the transformation of substance or teaching material so that students know about 'what'. the end result is an increase and balance between the ability to become good people (soft skills) and people who have the skills and knowledge to live properly (hard skills) from students who include competency aspects of attitudes, skills, and knowledge. the 2013 curriculum emphasizes the modern pedagogical dimension of learning, namely using a scientific approach. scientific approach (scientific appoach) in learning all subjects includes digging information through observation, asking questions, experimenting, then processing data or information, presenting data or information, followed by analyzing, reasoning, then concluding, and creating. for certain subjects, materials, or situations, it is very possible that this scientific approach is not always appropriately applied procedurally. in conditions like this, of course the learning process must continue to apply values or scientific traits and avoid values or non-scientific traits. 21st century learning the characteristic of the 21st century according to the ministry of education and culture is the availability of information anywhere and anytime (information), the implementation of machine use (computing), being able to reach all routine work (automation) and can be done anywhere and everywhere (communication). it was found that in the last 20 years there had been a shift in the development of education towards ict as one of the 21st century education management strategies which included institutional governance and human resources (soderstrom, from, lovqvist, & tornquist, 2011) 1. this century requires a transformation of education as a whole so that the quality of teachers is built that is able to advance knowledge, training, student equity and student achievement (darlinghammond, 2006; azam & kingdon, 2014). the characteristic of the 21st century according to hernawan (in hidayat and patras) 2 is the increased interaction between citizens of the world both directly and indirectly, the increasing number of available and obtainable information, widespread intellectual horizons, the emergence of a stream of openness and democratization in both politics and economics. cultural distance between the older generation and the younger generation, increasing concern for the need to maintain the balance of the world, increasing awareness of economic interdependence, and blurring the boundaries of certain cultural sovereignty because of the unstoppable information. hidayat & pat ras 3 further explains the educational needs of the 21st century according to patrick slattery in his book entitled "curriculum development in the postmodern" namely education based on the following concepts: 1. education must be directed at social change, community empowerment, liberation of mind, body and spirit (referring to the concept developed by dorothy) 2. education must be based on 7 main things (referring to the concept developed by thich nhat hanh), which is not bound to theory, ideology, and religion; do not think narrowly that the knowledge possessed is the most effective; do not impose the will on others either with power, threats, propaganda or education; care for others; do not maintain hatred and anger; don't lose your identity; do not work in places that destroy humans and nature. 3. the learning context, curriculum development and research are applied as opportunities to connect students with the universe (referring to the concept developed by david ort) 4. make teachers feel prosperous in learning activities (referring to the concept developed by dietrich bonhoeffer) 5. education that implements the vision of 21th century. angela diyansih wisesa chuntala / international journal of active learning 4 (2) (2019) 74 21th century readiness is a readiness in welcoming the 21st century. unesco has made 4 (four) pillars of education to meet the 21st century, namely: 1. learning to how (learning to know) 2. learning to do (learning to do) 3. learning to be (learning to actualize yourself as an independent individual with personality) 4. learning to live together (learning to live together) 5. education that builds the competence of "partnership 21st century learning", namely the 21st century learning framework that requires students to have skills, knowledge, and abilities in the fields of technology, media and information, learning skills, innovation, life skills and the competence of "partnership 21st century learning" refers to the 21st century education format promoted by hermawan (2006), namely: 1. cyber (e-learning) where learning is done by optimizing usage 2. open and distance learning where 21st century learners can be done with a distance learning model, unlimited and carried out by utilizing information and communication technology assistance 3. quantum learning, which is applying learning methods that are adapted to the way it works 4. cooperative learning, which is learning that uses groups as an effort to foster collaboration between 5. society technology science, an interdisciplinary concept that is applied to integrate problems in science, technology and society. accelerated learning, which is developing the ability to absorb and understand information quickly so that it can improve learning skills more effectively. the nature of vocational learning vocational education is secondary education that prepares students primarily to work in certain fields as stated in the law of the republic of indonesia number 20 of 2003. similar to the republic of indonesia government regulation number 17 of 2010 which states that vocational secondary education is education that provides students with the ability of science and technology and vocational skills of the profession according to the needs of the community. vocational education is education that provides provision of various knowledge, skills and knowledge to students so that they are able to do certain jobs needed, both for themselves, the world of work, and the development of their nation (tri atmadji, 2013: 87). according to dwi jatmoko (2013: 2), vocational high school (smk) is an educational institution that has the potential to prepare human resources that can be absorbed by the workforce, because applicative theoretical and practical material has been given since the first time entering vocational school, with the hope that vocational graduates have competence in accordance with the needs of the workforce. in line with dwi jatmoko, husaini (2012: 8), explains that vocational education is also called technical education, occupational education, and vocational education. all goals are the same, namely to prepare graduates to work in their respective fields. rupert evans (in hadi yanuar: 2013) formulates that vocational education aims to: (1) meet community needs for labor; (2) increasing education choices for each individual; (3) encourage motivation to continue learning. in addition to the objectives, vocational education must also have a reference to success as expressed by lesgold (in yusuf wibisono: 2013), which must pay attention to: (1) product goals must be welldefined, accurate, and clear which is an intense interaction between school and society ; (2) the equipment (facilities and infrastructure) needed to achieve what has been determined must be sufficient, so that it is the guarantor element that the targets set can be achieved properly; (3) the specifications of the success team or program implementation team that will be responsible for the success of the target must be complete and clear; and (4) continuous and continuous research or assessment so that it can be identified, so that corrective and mitigation steps can be established immediately. based on the explanation above, it can be affirmed that vocational high schools are institutions that prepare students to have competency in certain vocational fields with angela diyansih wisesa chuntala / international journal of active learning 4 (2) (2019) 75 theoretical and practical material in order to meet the needs of the community and the world of work. methods this research is a type of qualitative research with descriptive design, namely research that gives a careful description of certain individuals or groups about the conditions and symptoms that occur (koentjaraningrat, 1993: 89). this research will give a complete picture of the scientific approach in indonesian language learning in the smk majoring in pharmacy. qualitative research relates to ideas, perceptions, opinions, or beliefs of the person being studied and all of them cannot be measured by numbers. subject and object of research the research subjects were the intended subjects to be investigated by researchers (arikunto, 2009: 107). the object of research can be stated as a research situation that wants to know what happened in it. in the object of this research, researchers can observe in depth the activities of people in a particular place (sugiyono, 2015: 215). the subjects in this study were vocational students majoring in pharmacy. while the object in this study is the scientific approach in 21st century learning. data collection techniques data collection technique is a method used by researchers to obtain data in a study. data collection techniques can also be interpreted as ways used by researchers in collecting research data (arikunto, 2009: 136). data collection techniques in the study used the observation, interview, and documentation study techniques, as follows. observation observation is the activity of loading research on an object. according to the implementation, observations are divided into two, namely participant observation and nonparticipants. the observation used in this study was non-participant observation. this study conducted observations in the teaching and learning process of indonesian language majoring in pharmacy, class x at bhakti kencana vocational school. interview interviews are a process of oral questioning between two or more people in individual face-toface meetings (sukmadinata, 2006: 216). interviews can be conducted in a structured or unstructured manner, and can be done face to face or by using a telephone. in this study using unstructured interview techniques, namely interviews that only prepare an outline of the questions to be asked. this interview is done face to face. interviews were conducted with indonesian language teachers in the smk majoring in pharmacy. documentary study documentary study (documentary study) is a technique of collecting data by collecting and analyzing documents, both written, image and electronic documents (sukmadinata, 2006: 221). the documents collected in this study are documents of vocational learning devices in the form of syllabus, lesson plans, and textbooks used. research instrument research instrument is a tool or facility used by researchers in collecting data so that their work is easier and the results are better (arikunto, 2009: 136). based on the data collection techniques used in this study, the research instrument uses observation guides, interview guides, and documentary guidelines. data analysis techniques this research is descriptive research with more description from the results of interviews and documentation studies, the data that has been obtained will be analyzed qualitatively and described in descriptive form. the main principle of qualitative research is finding theory from data. data analysis techniques carried out in this study used steps such as those used by miles and hubberman (sugiyono, 2015: 204). the steps are (1) data reduction (data simplification done by angela diyansih wisesa chuntala / international journal of active learning 4 (2) (2019) 76 selection), (2) data presentation, (3) drawing conclusions. furthermore, the data that has been analyzed, explained, and interpreted in words to describe the facts in the field which are then taken into account. based on this information, each stage in the process is carried out to obtain the validity of the data by examining all existing data from various sources that have been obtained from the field, personal documents, official documents, photographs through observation, interviews, and documentary studies. discussion the application of the scientific approach in the learning process is a characteristic that is the strength of the 2013 curriculum. the learning process in the scientific approach, students are taught and accustomed to discover scientific truth, not opinion in seeing phenomena (abduh, 2017: 308). through permendikbud 81a in 2014, it was stated that in the scientific approach there were five steps to learning, namely: observing, asking, gathering information, associating, and informing. the learning steps are related to learning activities so that the competencies developed are raised. the scientific approach comes from the word saint which means science (permatasari, 2014: 14). then the scientific approach is a scientific approach that is logical and systematic. the process starts from the students asking, because there are objects that are seen and heard, the students respond so that questioning activities appear which are then answered by the teacher by relating the material being taught. the data from the study came from the observation of indonesian teachers as the subject of research and the results of interviews. observations and interviews were conducted at the bhakti kencana kendal vocational school. in accordance with the initial design stated that the data collection methods used are observation, interviews, and documentation, then in the discussion will describe the data from observations, interviews and documentation. the results of observations, interviews, and documentation at the bhakti kencana kendal vocational school, which were carried out during the teaching and learning process that was ongoing both in class and outside, provided a clear picture that indonesian language teachers at smk bhakti kencana could apply the scientific approach to learning indonesian. the teacher teaches learning actively and interactively. selalul students immediately asked to practice. as for example in speaking learning students majoring in pharmacy class x immediately asked to compile words containing an explanation of a drug to the patient then after that students are asked to speak in front of each other alternately. conclusion based on the research that has been done can be concluded that indonesian teachers of smk bhakti kencana has been able to apply a scientific approach to everyday learning in class x majoring in pharmacy. 21st century demands active student with a scientific approach already appears in the learning process in the classroom. the linking of learning with the department has also been seen with the choice of discourse topics in accordance with the pharmacy department. tan. references abduh, muhammad. 2017. interaksi pada pendekatan saintifik (kajian teori scaffolding). seminar pendidikan pgsd ums & hdpgsdi wilayah jawa. diunduh darihttps://publikasiilmiah.ums.ac.id/handle/11 617/9119 pukul 11:33wib apandi, idris. 4 september 2018. mewujudkan pembelajaran abad 21 dan hot melalui penguatan keterampilan proses guru dalam pmb. diunduh dari https://www.kompasiana.com/idrisapandi/5b8 e7fcd12ae9436241aabf5/mewujudkampembelajaran-abad-21-dan-hots-melaluipenguatan-keterampilan-proses-guru-dalampbm?page=all bsnp. (2010). paradigma pendidikan nasional abad xxi. www.bsnp-indonesia.org/id/wpcontent/uploads/2012/04/laporan-bsnp2010.pdf diunduh pada 07 desember 2018 pukul 09:43wib. https://publikasiilmiah.ums.ac.id/handle/11617/9119%20pukul%2011:33wib https://publikasiilmiah.ums.ac.id/handle/11617/9119%20pukul%2011:33wib https://www.kompasiana.com/idrisapandi/5b8e7fcd12ae9436241aabf5/mewujudkam-pembelajaran-abad-21-dan-hots-melalui-penguatan-keterampilan-proses-guru-dalam-pbm?page=all https://www.kompasiana.com/idrisapandi/5b8e7fcd12ae9436241aabf5/mewujudkam-pembelajaran-abad-21-dan-hots-melalui-penguatan-keterampilan-proses-guru-dalam-pbm?page=all https://www.kompasiana.com/idrisapandi/5b8e7fcd12ae9436241aabf5/mewujudkam-pembelajaran-abad-21-dan-hots-melalui-penguatan-keterampilan-proses-guru-dalam-pbm?page=all https://www.kompasiana.com/idrisapandi/5b8e7fcd12ae9436241aabf5/mewujudkam-pembelajaran-abad-21-dan-hots-melalui-penguatan-keterampilan-proses-guru-dalam-pbm?page=all https://www.kompasiana.com/idrisapandi/5b8e7fcd12ae9436241aabf5/mewujudkam-pembelajaran-abad-21-dan-hots-melalui-penguatan-keterampilan-proses-guru-dalam-pbm?page=all angela diyansih wisesa chuntala / international journal of active learning 4 (2) (2019) 77 fadhilah, umi nur dan andi nur aminah . 23 oktober 2017. kemendikbud targetkan capaian smk pada 2020. diunduh 08 november 2018 dari https://republika.co.id/berita/pendidikan/edua ction/17/10/23/oy9veb384-kemendikbudtargetkan-capaian-smk-pada-2020 pukul 17:49. koentjaraningrat. 1993. metode-metode penelitian masyarakat. jakarta: gramedia. litbang kemdikbud. (2013). kurikulum 2013: pergeseran paradigma belajar abad-21. retrieved september 29, 2015, http://litbang.kemdikbud.go.id/index.php/index -berita-kurikulum/243-kurikulum-2013pergeseran-paradigma-belajar-abad-21 diunduh pada 07 desember 2018 pukul 09:51 wib. permatasari, eka aprilia. 2014. implementasi pendekatan saintifik dalam kurikulum 2013 pada pembelajaran sejarah. indonesia jurnal of histoy education. vol 3 no 1. sugiyono. 2015. metode penelitian pendidikan. bandung: alfabeta. sukmadinata, nana syaodih. 2006. metode penelitian pendidikan. bandung: pt remaja rosdakarya. https://republika.co.id/berita/pendidikan/eduaction/17/10/23/oy9veb384-kemendikbud-targetkan-capaian-smk-pada-2020 https://republika.co.id/berita/pendidikan/eduaction/17/10/23/oy9veb384-kemendikbud-targetkan-capaian-smk-pada-2020 https://republika.co.id/berita/pendidikan/eduaction/17/10/23/oy9veb384-kemendikbud-targetkan-capaian-smk-pada-2020 http://litbang.kemdikbud.go.id/index.php/index-berita-kurikulum/243-kurikulum-2013-pergeseran-paradigma-belajar-abad-21 http://litbang.kemdikbud.go.id/index.php/index-berita-kurikulum/243-kurikulum-2013-pergeseran-paradigma-belajar-abad-21 http://litbang.kemdikbud.go.id/index.php/index-berita-kurikulum/243-kurikulum-2013-pergeseran-paradigma-belajar-abad-21 88 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal student evaluations of professors: does a professors’ gender, race, or age influence student ratings? karam adibifar  metropolitan state university of denver, indonesia info articles ___________________________ history articles: received 8 january 2019 approved 11 july 2019 published 1 october 2019 ___________________________ keywords: student ratings, professors, gender, age, race, evaluation, expectation state theory. __________________________________ abstract _________________________________________________________________________________ the purpose of this study is to examine and describe whether students’ ratings of professors are influenced by the professor’s gender, age, and race. a survey is used to collect data. the sample (n= 319) used in this study is drawn from 16 different undergraduate classes taught by 9 different instructors. students in this survey are enrolled in required general studies courses from a large-size public university in southwestern united states. using analysis of variance and frequency distribution, the findings reveal that professors’ gender, race, and age are related to how they are rated by students. the findings also indicate that female and male students differ in rating their professors. furthermore, the research findings suggest that professors’ attitudes and interactions, as well as whether or not they post student grade, or accept students’ assignments online affects student ratings of professors.  address correspondence: email: kadibifa@msudenver.edu p-issn 2528-505x e-issn 2615-6377 karam adibifar / international journal of active learning 4 (2) (2019) 89 introduction how students rate their professors and what influence their perceptions of rating professors have been a subject for research for decades. although there are numerous studies on race, gender and to a lesser extent on age in relation to students’ ratings of instructors, the findings are inconclusive. there are some who argue that gender, race, and age have no, or have very limited influence on how students rate their professors and there are others who believe and find these variables to play roles in how professors are rated by students. the purpose of this current study is to explain and describe if professors’ race, gender and age influence or make a difference in students’ ratings. in this study, i will also describe how some other variables such as professors’ method of teaching and interaction may have impact on students’ ratings. how students rate their professors and what characteristics or qualities should a professor have in order to receive a higher rating by students? this is a difficult question to answer since students’ evaluation of professors are subjective and many variables can play roles in how students rate their professors (anderson 2003). according to brophy and good (1986) and anderson (2003), some students may rate professors whom they think are understanding, friendly, enthusiastic, interactive, organized, and responsible. other students may rate professors in terms of their teaching methods and providing assistance and feedback to students. centra (1979), centra and gaubatz (2000) and tucker (1996) identified communication, favorable attitude towards students, flexibility, knowledgeability of the subject, good organization, enthusiasm, fairness in grading, and examinations as some major variables that influence students rating of professors. teven and mccroskey (1996), hendrix (1998) and simmons, 1996) stated that instructors who seem knowledgeable of the material and effectively deliver the information to the classroom are likely to be perceived as convincing, influential, and credible. according to teven and mccroskey (1996), professors who are able to see things from students’ perspectives and understand their views and ideas may be granted more positive ratings by students. nadler and nadler (2001), stated that no matter who is teaching and what types of teaching styles are used, professors’ communication are very important in how students would rate professors. students prefer an expressive lecturer who exhibits a high level of assertiveness, responsiveness and uses various tone of voice; makes gestures, and lightens up students with humor or a joke (centra and gaubatz, 2000, neusner, 1984). tang (1987) and callahan (1992) argued that students rate professors higher if they see professors’ ability to explain material clearly and also find their teaching style compatible with their learning style. generally, for professors to receive higher ratings from students, they should use any teaching styles that fit both the worst and the best students. grasha and hicks (2000) and cashin (1992) argued that students’ evaluation of professors does not provide sufficient information to make a valid judgment regarding overall professors’ credibility and knowledgeability. kougl (1997) stated that professor’s rating by students is subjective and is seen through the eye of the beholder. review of literature research findings for decades have produced mixed and conflicting results about the relationship between students’ evaluation and professors’ race and gender. some have argued that racial categories and gender influence students’ perception of professors while others believe otherwise, that the findings on the correlation are either inclusive or exaggerated. anderson and smith (2005) suggest that gender and race have and continue to have influence on how students rate their professors. anderson and smith (2005) conducted a research on comparing hispanic faculty with other racial groups in the united states and found that hispanic faculty receive the lowest rate of student evaluations than white, asian and african-american counterparts. furthermore, when they analyzed for gender differences within the hispanic faculty, they found that the hispanic female faculty received lower rating than their males’ colleagues. according to hamermesh and parker (2005) and dipietro and karam adibifar / international journal of active learning 4 (2) (2019) 90 faye (2005), white male and female faculty receive higher student rating followed by asian, african american, and then hispanic. williams (2007) finds race and gender to partially play a role in how professors are rated by students. he asserts that male professors receive slightly higher ratings than females because males are seen as more competent than the female professors. generally, white male and female professors receive a higher ratings from students than latinos and africanamericans. anderson and smith, 2005; hamermesh and parker, 2005 and williams, 2007 state that, in addition to race, professors with restrict teaching practices receive different ratings, with white female professors receiving higher ratings than minorities as well as white male professors, particularity from latino students. ogier (2005) is congruent with others that race and gender influence student evaluations; however, he argues that instructors for whom english is not their first langue receive less positive evaluation and feedback from students than other faculties. harlow (2003) conducted an indepth interview with 58 faculty member; twenty nine white and twenty nine african americans. his findings reveal that fifty percent of african american faculty were reluctant to claim that race influence students perception of rating faculty in any negative way. concurrently, white professors seldom considered that race might influence students rating of professors. according to harlow (2003), when asked how race and gender might influence students ratings of professors, female professors tended to focus on gender alone. laube, massoni, sprague, and ferber (2007) and aleamoni (1999) argue that a majority of studies have found no relationship between professors’ gender and students’ evaluation of professors. according to laube, et al., 2007, it is advising, mentoring, and professors’ personality that makes a difference on students’ perceptions and ratings of their professors. however, laube, et al., 2007, also agree that in general, courses taught by female may receive lower student ratings than those taught by male professors. renaud and murray (2005) argue that it is the professors’ teaching effectiveness and skills that impacts students’ rating of professors rather than other extraneous factors. nerveless, according to felton, mitchell, and stinson, 2004 and goebel and cashen, 1985, physically attractive professors receive better evaluation from their students, regardless of race and gender. students’ rating of professors are also significantly influenced by students own characteristics such as gender, expected grade, major, age, and level of education (radmacher and martin, 2001:260; chamberlin and hickeys, 2001; sheehan & duprey, 1999; shapiro, 1990; greenwald and gilmore, 1997). according to chamberlin and hickeys (2001) and centra and gaubatz (2000), students’ gender plays a role when they rate their professors; female students tend to give lower ratings to male professors than do male students. this, according to baumrind (1996) is the result of how people are socialized at an early age. as it relates to grades, students who are dissatisfied with their grades or expected higher grades are more likely to rate professors lower. in regards to students’ major, students majoring in humanities and social sciences are more likely to give similar ratings to both male and female professors, whereas, students in natural and physical sciences tend to rate male professors slightly higher than female professors (chamberlin and hickeys, 2001; greenwald and gilmore, 1997; laube, massoni, sprague, ferber, 2007). this, according to baumrind (1996) can be embed in socialization that female professors are less competent in science. chamberlin and hickeys (2001) note that female professors received higher ratings in feedback from female than male students. in considering students’ level of education, as students move from one year in school to another and receive more education, they may also change their perception behaviors toward rating professors. this is because as students become more educated, more interactive, and more experienced, their evaluations become more rational and less judgmental. the findings of the literature on the relationship between professors’ characteristics and students’ rating of professors is inconclusive. the majority of the researchers agree both karam adibifar / international journal of active learning 4 (2) (2019) 91 professor and student characteristics influence students rating of their professors. it is noteworthy that there is exceedingly limited studies on the relationship between professors’ age and students’ evaluation. theory a theoretical perspective potentially useful in explaining students’ ratings of professors as it relates to professor gender, race, and age is expectation states theory. this theory lays the groundwork for discussing how expected performances, social interactions, and definitions of situations can impact perception and judgement. expectation states theory is primarily the work of berger, cohen, zelditch, and their colleagues and students at stanford university (meeker, 1981). it is a set of theoretical statements designed to explain a fundamental principle of human behavior (meeker 1981; berger, ridgeway and zelditch, 2002). expectation states theory can be used to explain how people evaluate other people’s competency in small task groups and the amount of credibility and influence they should give to them as a result (berger and zelditch 1998). according to berger et al. (2002; 1989:22), although the focus of expectation states theory is on task behavior and explaining the emergence of hierarchies in terms of power and prestige in small formal task-oriented group, it can also be used or applied to a wide range of sociological issues. applying expectation states theory enables us to relate findings on individuals or small groups to a broader sociological phenomenon. the theory suggests that individuals develop expectation and perceptions on the basis of their own as well as others’ status characteristics. the status characteristics, which are also used as the independent variable in this research, includes professors’ gender, race and age. according to expectation states theory, individuals generate expectations for themselves and others on the basis of various kinds of information in the situation, including cultural definitions, referential beliefs, specific personal evaluations, and so on. (berger, wagner, and zelditch, 1989). according to berger and zelditch (1998), an actor’s status characteristic is associated with performance expectations—that is, with the belief about how an individual possessing a given state of a characteristic is expected to perform. status characteristic is the individual’s characteristic such as gender, age, and race. the possession or expected possession of status characteristics is relevant to performance output, and outcome states. outcome state is the success or failure, or expected success or failure in accomplishing a task (berger et al., 1998). for example, if male professors are perceived or expected to do better in teaching, then the status characteristic, gender, is relevant to expectations of teaching ability and as a result, higher student’s ratings. if students expect or perceive old professors to be less effective in interaction and advising, age as a status is relevant to expectation of advising and interaction and can influence professors’ ratings. the status characteristic becomes salient in the immediate situation if it is seen as relevant to the task-outcome in the situation (berger et al. 2002). salient, according to berge, fisek, norman and zelditch (1977), means that among the many states of the many status characteristics that an actor possesses in any social situation, a particular state may be regarded as useable and more significant in the immediate situation. for example, “if race is the basis of discrimination in a two-person task oriented group, i.e., one actor is white while the other is black, race will become salient even though it may have no initial relevance to the task in the situation” (berger et al., 2002:164). if gender becomes the basis for evaluation, gender will become salient in situation. for example, if students value and prefer a course to be taught by a female professor, then it could be expected that the students will give the professor more positive evaluations regardless of her teaching effectiveness. in general, “if a set of states possessed by the actors is relevant to the outcome states in the situation or is a basis of discrimination in the situation, these states and those that are strictly relevant to the immediate situation will become salient” (berger, ridgeway, and zelditch, 2002:164). for example, if gender is the basis for evaluating males and females’ teaching ability, and karam adibifar / international journal of active learning 4 (2) (2019) 92 if males are assumed to be more knowledgeable than females, then expectation states are associated with the states of the status characteristic (berger et al., 1998). according to turner (2001), expectations are either internalized or experienced from external sources or both. for example, a student may receive either positive or negative feedback about a female professor from peers or classmates, or a student may, at an early age, socialize and learn that females are less competent than males. both internalized and externalized sources influence individual’s perception and judgement. of course, external sources of learning may or may not be internalized. in summary, if students have different preferences and expectations of professors in terms of gender, then there should be a difference in ratings. if students have less positive perceptions toward professors in terms of race and age, then race and age as status characteristics should play roles in students rating of professors. in general, a group’s judgments are affected by the nature of the situation, the objective and desired goals that need to be achieved. based on the empirical generalizations derived from review of the literature and the theoretical generalizations, the following hypotheses have been developed and are tested in this research: ho1: there is no relationship between professors’ gender and student ratings of professors. ha1: students tend to rate male professors higher than female professors. ho2: professors’ race has no impact on how they are rated by students. ha2: students rate white professors higher than professor of colors. ho3: professors’ age does not influence students’ rating of professors. ha3: students rate younger professors higher than older professors. method the purpose of this study is to examine and describe whether students’ ratings of professors are influenced by the professor’s gender, age, and race. i made my best effort to obtain participants who would be the most useful and serve the purpose of the study by focusing on general study courses that all students are required to take, regardless of their field of studies. using a survey, data was collected from 16 different undergraduate classes taught by 9 different professors at a large-size urban public university in southwestern united states. the sample (319) was consisted of 147 (46.1%) males and 172 (53.9%) females, with 168 (52.7%) being between 18-20 year olds, 72 (22.6%) 21-23, 47 (14.7%) between 24-26 and the rest, 32 (10%) were over 26 year olds. the majority of the respondents were sophomore (32.6%) followed by freshmen (32%) and juniors (21.3%). the largest proportion (30.7%) were from professional and vocational field of studies, followed by social and behavioral sciences (28.8%), science and technology (20.1%), humanities (10.1%) and undecided (10.3%). in regards to students’ expected grade, (39.8%) of the students indicated that they were expected a grade of b in the course, followed by (36.4%) who expected an a, and 21.3% who expected a c. stude a five response likert-type scale was used with items related to the research questions, with strongly agree indicating the highest level of agreement and strongly disagree indicating the lowest scale of agreement. there were twenty three closed-ended questions with eight of the questions being specifically about professors’ gender, race and age. the key independent variables in this study are professors’ gender, race and age and the dependent variable is students’ ratings of professors. for the test of hypotheses and analysis of data, frequency distribution and one way analysis of variance (anova) are used. the frequency distribution is used to provide a summary of participant characteristics, the influence of covariates such students’ age and gender, as well as the patterns and the range of values for each variable in the data layout. analysis of variance is used to test the relationship between independent and dependent variables. the alpha level used in this study is set at 0.05 level of significance. findings karam adibifar / international journal of active learning 4 (2) (2019) 93 in order to better understand how gender, race and age might influence students’ ratings, students were asked their opinions not only on the impact of these variables but also some other intervening variables such as professors’ available time for students, interaction, and professors’ field of teachings. examining descriptive statistics of the data for race, gender and age, it was found that there were variations in students’ responses with 18 (6 %) strongly disagreed and 173 (56.1%) disagreed that gender plays a role in how they rate their professors. in response to the question whether race influence their ratings, about 73.3 % of students indicated that race has nothing to do with how they rate their professors. it is noteworthy that there were more students who were neutral in responding to whether gender of the professors (34%) plays a role in their rating of professors in comparing with professors’ race (24%). with reference to professors’ age, 44.2 % disagree that they rate younger professors higher than older professors. generally, as the descriptive statistics indicates, race and gender slightly do influence students’ rating of professors. however, age plays a more significant role on how professors are rated; older professors receive lowest students’ rating. analyzing for intervening variables, it was found that the majority of students (70 %) give higher ratings to professors who use technology such film, videos, dvd, internet and overhead in their teaching. generally, students’ responses (55.8%) also expressed that they rate professors higher when powerpoint is used. the majority of the respondents (82.4%) indicated that professors who post students’ grades online receive higher ratings, followed by accepting assignments (64.6%). it is important to note that 96.9 % of the respondents agreed and strongly agreed that professors’ interaction and attitude influence their rating. tests of hypotheses three hypotheses were developed for this study to examine whether or not professors’ gender, race and age are related to students’ ratings of professors. an alpha level of 0.05 is used to either reject or not to reject the null hypotheses. the findings of the hypotheses are presented below and also displayed in table 1. table 1. summary of testing hypotheses utilizing analysis of variance (anova) for ratings of professors by, gender, race and age. hypotheses sum of squares df mean square f sig. 1 (gender) between groups 136.101 4 34.025 25.607 .000 within groups 417.234 314 1.329 total 553.335 318 2 (race) between groups 27.875 4 6.969 29.843 .000 within groups 73.323 314 234 total 101.197 318 3 (age) between groups 56.911 4 14.228 30.369 .000 within groups 147.108 314 .468 total 204.019 318 ho1: it was hypothesized that there was no relationship between professors’ gender and students’ ratings of professors. using a one way analysis of variance (anova), the result indicated that there was a relationship between students’ ratings and professors gender at f (4,314) = karam adibifar / international journal of active learning 4 (2) (2019) 94 25.607, p< 0.001. the null hypothesis was rejected and therefore it is concluded that there is a relationship between gender and students’ rating of professors. the participants in this study rate males more positively than female professors. ho2: it was hypothesized that professors’ race has no impact on how they are rated by students. a one-way analysis of variance was utilized to see if race influenced student ratings. as shown in table 1, at f(4,314)= 29.843, p< 0.001, the null hypothesis is rejected and consequently one can infer that classes that are taught by professors of color receive lower ratings from participants in this study than those taught by white professors. therefore, race does significantly affect students’ ratings of professors. ho3: it was hypothesized that professors’ age has no effect on how they are rated by students. this hypothesis is also tested with oneway analysis of variance. the finding of this hypothesis reveals the rejection of null hypothesis at f(4,314) = 30.369, p<0.001. thus, professors’ age does significantly affect student ratings. students in this study tend to rate younger professors higher than the older ones. discussion there is an abundance of research on teacher evaluations with the majority agreeing that students’ ratings and perceptions of professors are multifaceted. although the findings are inconclusive, many believe students rate professors higher whom they think are understanding, friendly, enthusiastic, interactive, non-judgmental, organized, flexible, knowledgeable, and use different teaching methods. additionally, some students rate their professors based on professors’ fairness in grading, demandingness, responsiveness, using various tone of voice, and lightening up students with humor. for this study, a survey was used from students who were enrolled in required general studies courses from a large-sized public university in southwestern united states. examining the data, it was found that many variables such as professors’ interactions, help and providing students’ with feedback, as well as teaching methods, which were also found significant by previous studies play roles in how professors are rated by students. for example, students give higher ratings to professors who use powerpoint and utilize technology such film, videos, dvds, internet, and overheads in their lectures than those who use chalkboards. the majority of students in this study also indicated that professors who post students’ grades and accept assignments online receive higher ratings. it is noteworthy that among all variables used in this survey, 96.9 % of the respondents agreed and strongly agreed that professors’ interaction and attitude influence their ratings. the findings as relate to the significance of variables such as advising, teaching method effectiveness, responsiveness, and availability to help are consistent with the most previous research. examining descriptive statistics of the data, particularly pertaining to students’ opinions on race, gender and age, it was found that there were variations in students’ responses in how gender, race, and age influence their ratings. in regards to race, the majority of students indicated that race does not influence how they rate their professors. with reference to professors’ age, generally, older professor slightly receive lower ratings. interestingly, there were more students who were neutral in responding to whether gender of the professors plays a role in their rating of professors in comparison with professor’s race. of course, this could be the related to the lack of diversity of the sample with the majority being white students. in other words, this could be related to colorblindness and political correctness in which it does not correspond reality. obviously, race is not the sole variable that defines and influences individuals’ adjudication. gender and age can also result in how people are perceived, jugged and evaluated. in the inferential part of the data analysis, using analysis of variance, it was found that at level of significance, .05, all three hypotheses were found statistically significant in rejecting the null hypotheses. the findings revealed that gender, race, and age influence students’ rating of professors and this is congruent with the findings karam adibifar / international journal of active learning 4 (2) (2019) 95 by hamermesh and parker (2005), dipietro and faye (2005), anderson and smith (2005), ogier (2005), and williams (2007). the findings also support the findings by salameh (1993), matthew (1997), and beazley (2000) that males are more likely to receive positive evaluations than female professors. the findings to some extent indicate that perceptions of race, gender, and age as related to academia have not significantly changed in society. by all means, there are various reasons as to why gender, race, and age might influence evaluations and ratings. however, one explanation can be that people are socialized differently, and the differences in social learning and socialization influences many aspects of individuals’ lives; including interactions with one another to the choice of taking classes and evaluating others. the difference in perceiving different sexes, age, and races at an early age in societies that define expectations for males and females, the majority and minority, and the old and young differently, might in fact influence individual’s judgment in later life, including expectations, competency, behavior, and abilities. as for age, where previous research is very limited, lower professors’ ratings might not necessarily be related to their performance, but be associated with the assumption that elder professors are less competent and slow in action and reaction. the older professors might also be seen as less attractive and not having as much sense of humor as younger professors’ might have. obviously, this explanation cannot be generalized and it does not support the concept of cultural universalism. in some cultures, people usually evaluate elders whether in academia, or other professions more positively because they are perceived as ones who have developed knowledgeability and multidimensionality in thinking and encompass more life experiences. the expectation state theory was adopted to guide this research. this theory focuses on how people’s expectations, as well as the individuals’ social factors, and experiences influence perceptions of others. it emphasizes human interaction, behavior, acts, and the expectations for performance of actors and the outcomes of those performances. as it was predicted by the theory, gender, race, and age had a meaningful relationship regarding expectations and evaluations of professors. the findings of this study supports the notion that gender, race, and age are valued status characteristics, relevant to outcome states that influence expectations and judgement. the findings suggest that courses taught by minorities (having lower status characteristics) influence students’ ratings of professors. according to the expectation states theory, if a set of states possessed by the actors are relevant to the outcome states, then those states influence the evaluation of individuals in the situation. of course, the evaluation also reflects socialization and socio-cultural norms. generally, when people hold a certain feeling and attitude about an individual, the feeling and attitude are less likely to change in the situation, even if the person fulfills what is expected of her. for example, if a student expects a professor of color to be less competent, the student might evaluate the professor negatively even if the professor meets expectations. implications and limitations students’ ratings of professors, which was the subject of this study, is worthy of research because professors have a major impact on students’ learning and overall academic performance. the findings of this study may help to better identify students’ expectations and evaluations in relation to professors’ instructional strategies, most notably behavioral encounters. it might provide some feedback to professors so that they can use different strategies to increase students’ awareness in fairness in relation to diffuse status characteristics and educating students to move away from biases that they might have about gender, race, and age. since students’ ratings of professors has a major impact on professors’ employment stability, merit increase, promotion, their credibility, and self-worth, the results may be beneficial to university administrators and supervisors when evaluating promotions or contracts. additionally, the findings would contribute to literature reviews which can be helpful when conducting further research in the same area of the subject matter. karam adibifar / international journal of active learning 4 (2) (2019) 96 this study is not without limitations and therefore, the findings need to be interpreted with some caution. first is the selection of the institution. the sample selected for this study was from a single university which may limit the generalizability of the findings. the second factor that contributes to the limitation of this study is composition of the sample, which comprised of mostly white students. the third limitation arises from the fact that “true” random sampling was not used and therefore, the concept of a nonrandom sample as it relates to generalizability may limit the generalizability of the findings. conclusion the main purpose of this study was to determine the nature of the relationship between professors’ gender, race, age and students’ ratings. using analysis of variance, it was found that the relationship between students’ ratings and professors’ status characteristics is significant. consistent with expectation states theory, the findings of this study support the notion that race, gender, and age are valued states and diffuse status characteristics that influence perceptions, expectations, and as a result, judgment and evaluation of others. additionally, it was found that professors who use technology such as film, videos, internet, and overhead in their teaching receive higher ratings. also using powerpoint, accepting assignments and posting students’ grades online significantly influence students’ ratings. furthermore, professors’ interaction, attitude, and availability to help students are highly valued by students. the ratings of professors by students are multifaceted and involves many dimensions. therefore, care needs to be taken when interpreting students’ ratings of professors. this study was conducted with students who were enrolled in lower level undergraduate classes. future research may re-explore the findings of the research with other college students in upper level classes. this would help determine if students’ expectations, experiences, and perceptions remain constant or change. furthermore, for consistency and expanding consideration of the research topic, future research should compare the current research findings with student ratings of instruction or faculty evaluation already completed in 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(2007). examining the relation between race and student evaluations of faculty members: a literature review. modern language association. 11 5 (1) (2020) 11-18 international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal the study of morphology, phytochemical, and distribution of pittosporum moluccanum in mount merbabu national park (tngm)for the development of educationl teaching materials chatarina titik setiyarini, elizabeth betty elok kristiani, sri yulianto universitas kristen satya wacana, indonesia info articles ____________________ history articles: submitted 28 november 2019 revised 11 january 2020 accepted 25 march 2020 ____________________ keywords: morphology, phytochemical, distribution, pittosporum moluccanum _________________________ abstract _________________________________________________________________ this study aims to 1) observe the morphology of p. moluccanum, 2) analyze the content of chemical compounds in p. moluccanum, and 3) determine normalized difference vegetation index (ndvi) and enhanced vegetation index (evi) of p. moluccanum. the research was conducted in the form of morphology studies by conducting field studies, phytochemical compounds sample test by conducting sample preparation, chemical screening, and detection of aromatic compounds and quercetin, and remote sensing of landsat 8.0 oli satellite imagery. the results of morphological studies show that p. moluccanum have the same characteristics as plants in the literature, whereas the phytochemical test shows that p. moluccanum’s leaves and fruit contain flavonoids, tannins, saponins, steroids, and alkaloids. these compounds are known to have many functions for medicines. nir analysis shows that leaf and fruit samples are detected to have aromatic compounds (essential oils) which are widely used as raw materials for fragrance oils or cosmetics. the results of remote sensing using ndvi in the selo region, boyolali produce a maximum vegetation index value of 0.464, meaning that the area has a high level of greenness, while the evi used to see the level of health and fertility of plants in august 2018 shows the same figure, which is 0.464, meaning that the plant is in healthy condition. remote sensing with satellite imagery helps analyze the distribution of sample plants in a large area. the results of this study can be used as a development of teaching materials both at junior and senior high school levels.  address correspondence: email: betty.elok@uksw.ed p-issn 2528-505x e-issn 2615-6377 chatarina titik setiyarini et al. / international journal of active learning 5 (1) (2020) 12 introduction one of the plants that have potential as medicinal plants in mount merbabu national park (tngm) is sengiran (pittosporum mollucanum) (zaelani 2018). this plant is one of 160 species which belong to family pittosporaceae. in tngm, p. moluccanum are found on the slopes of selo climbing track, boyolali. this study aims to 1) observe the morphology of p. moluccanum, 2) analyze the types of phytochemical compounds contained in p. moluccanum, and 3) determine value of normalized different vegetation index (ndvi) and enhanced vegetation index (evi) of p. moluccanum in mount merbabu national park. to achieve the goal of the study, field study was done by taking samples in the form of leaves and fruit. furthermore, phytochemical screening was carried out at the laboratory to obtain data on the content of compounds in the leaves and fruit. nir (near infrared) analysis was performed to see the closeness of certain compounds to standard compounds. to find out the distribution of p. moluccanum in mount merbabu national park, this study used remote sensing of landsat 8.0 oli satellite imagery which measures ndvi (normalized different vegetation index), and evi (enhanced vegetation index). method this study was done in the form of field study. field study was conducted to collect p. moluccanum samples in the slopes of selo climbing track in mount merbabu national park, boyolali. the research was conducted in the form of morphology studies by conducting field studies, phytochemical compounds sample test by conducting sample preparation, chemical screening, and detection of aromatic compounds and quercetin, and remote sensing of landsat 8.0 oli satellite imagery. results and discussion phytochemical screening compound testing on the sample was done by phytochemical screening on flavonoids, tannin, quinone, saponin, steroid, and alkaloid. flavonoids identification (john et al. 2014) add 100 ml of hot aqua dest to 5 grams of sample and boil for 15 minutes. filter while it is hot. put 5 ml of filtrate to a test tube, add 0,1 gram of magnesium (mg), 1 ml of concentrated hydrochloric acid, and 5 ml of amyl alcohol shake the solution and let it separate the positive result will show orange color tannin identification (sangi et al. 2012) add 100 ml of hot aqua dest to 5 grams of sample and boil for 15 minutes. filter while it is hot. put the filtrate to four test tubes (5 ml each)  tube i : add 1 ml of iron(iii) chloride 5%  tube ii : add 1 ml of gelatin solution 1%  tube iii : add 1 ml of stiasny reagent  tube iv : add 1 ml of sodium acetate 1m and then add 1 ml of fecl3 5% the positive result shows specific condition:  tube i : shows black blue color  tube ii : forms white sediment  tube iii : forms rosy-colored sediment  katekotannin  tube iv : shows black blue color  galotannin quinone identification (saito, 2005) add 100 ml of hot aqua dest to 5 grams of sample and boil for 15 minutes. filter while it is hot. put 5 ml of filtrate to a test tube and add a drop of naoh 1n the positive result shows red color saponin identification (depkes ri, 1979) add 100 ml of hot aqua dest to 5 grams of sample and boil for 15 minutes. filter while it is hot. put 5 ml of filtrate to a test tube and shake it vertically in 10 minutes until it forms 110 cm of foam chatarina titik setiyarini et al. / international journal of active learning 5 (1) (2020) 13 add 3 drops of chloride acid 2n the positive result is shown by the stabilized foam which doesn’t disappear steroid identification (farnsworth, 1966) add 20 ml of ether to 1 gram of sample. crush them in a mortar and filter it. put the filtrate to the evaporating dish porcelain and let it dry add 3 drops of liebermann-burchard reagent the positive result shows greenish blue or violet-red alkaloid identification (depkes ri, 1979) add 10 ml of hcl 2n to 2 grams of sample. crush them in a mortar and filter it. put the filtrate to a test tube and add 5 ml of ammonia 25% extract it with 20 ml of chloroform take the chloroform layer  test 1 : put chloroform on a filter paper  test 2 : put chloroform in a test tube and add dragendorff reagent take the water layer  test 3 : put water in a test tube and add dragendorff reagent  test 4 : put in a test tube and add mayer reagent the positive result shows specific conditions:  test 1: shows orange color  test 2: forms sedimentation  test 3: forms brick red sediment which lasts for 15 minutes  test 4: forms white sediment aromatic compound and quercetin detection using nir to determine aromatic and quercetin compounds in a qualitative way, nirflex n-500 was used. leaves and fruits of pittosporum moluccanum were dried without sun exposure and then put on the oven in 40℃. the dried samples were then crushed in a porcelain mortar and filtered by using tea filter. the filtered samples were then analyzed by using nirflex n-500. samples of leaves and fruit of p. moluccanum were placed in the sample cup on nirflex n-500. the test of leaves and fruit samples were carried out alternately. the samples were then exposed to nir radiation. this infrared light generated energy in the samples so that it triggered vibrations in the form of compression and rarefaction in the bonds of o-h, n-h, and c-h atoms. these atoms are the main components that make up organic compounds. the energy produced is partly absorbed whereas the other part will be reflected back. in comparison, in other organic materials that are exposed to nir light, about 4% of the light will be reflected back by the outer surface, while 96% will enter the sample and will undergo the process of absorption, reflection, spread, and light forwarding (mohsenin, 1984 ). test results on leaves and fruit samples produced a spectrum that provides information about the material. to ensure the information about these materials, standard materials were also analyzed using nir under the same conditions as sample analysis. in this case, pure quercetin was used as a standard. distribution of p. moluccanum by determining its’ ndvi and evi a vegetation index, known as the ndvi (normalized difference vegetation index) is a green vegetation index obtained from processing digital signals from vegetation brightness data of several satellite sensor data channels. to obtain vegetation data, two brightness channels are compared, namely the red-light channel (red) and the nir light channel (near infrared). in areas with dense vegetation, the ratio of the two canals will be high, because the chlorophyll found in the leaves is able to absorb nir (near infrared) light and also the ability of the leaf mesophyll to reflect near infrared light. this will make the brightness values received by the satellite sensors on the two channels be very different (sudiana and diasmara 2008). one signal processing that can observe the state of vegetation is ndvi algorithm generated by nasa's erts earth observation satellite and noaa's avhrr. this algorithm works by utilizing the phenomenon of physical reflection of light waves coming from the leaves. the greenness value of an area's vegetation is a scale that has a chatarina titik setiyarini et al. / international journal of active learning 5 (1) (2020) 14 range between -1 (minimum value) and 1 (maximum value). this value is obtained by comparing the vegetation reflectance received by the sensor in the red band (red) and near infrared band (nir) (sudiana and diasmara 2008). to obtain ndvi scores, ndvi formulation is used (hayati, yulianto, and prasetyo 2018): ndvi = information: nir = reflectance value of near infrared channel red = reflectance value of red channel ndvi values and interpretations are shown in table 1 below. table 1. value and ndvi interpretation (min, muchtar, bahar & udin, 2016) ndvi value interpretation 0,5 – 0 water bodies, rivers, seas, or wetlands < 0,1 badlands, rocks, sand, or snow 0,2 – 0,3 grass and shrubs > 0,5 tropical rainforest, land cover, and thick vegetation table 2. value and ndvi interpretation (liu et al.., 2016) ndvi value interpretation -1 1 inland vegetation canopy and biomass ratio 0,2 – 0,3 grass and shrubs > 0,5 thick green vegetation evi (enhanced vegetation index). this is a vegetation index used to monitor and study the health and growth of vegetation while at the same time to explain the level of greenness of the vegetation (hayati, yulianto, and prasetyo 2018). evi has better sensitivity in areas with higher biomass. to determine the evi value, the formula used is : (ginting and jadera 2018) note: nir: near infrared red: red channel reflectance blue: blue channel reflectance l: 1 c1: 6 c2: 7.5 evi values and interpretations can be seen in the following table 3. table 3. evi value and interpretation evi value interpretation <= (-1) very unhealthy vegetation (-0.99) – (-0.5) unhealthy vegetation (-0.51) – (-0.1) 0.1 0.5 0.51 1.00 > 1.00 rather unhealthy vegetation rather healthy vegetation healthy vegetation very healthy vegetation morphology study of pittosporum moluccanum pittosporum moluccanum has a synonym of p. microcalya r. & v. and p. monticolum miq. (bakker and van steenis, 1957). these plants are generally tree-shaped with heights reaching 5-20 meters (backer, 1957). the young stems have pubic fur which look like rust red in color. the branching looks tight at the end of the plant. the shape of the leaves varies, but in general they are pointed, or inverted lancet with a size of 6-17 cm x 4 5 cm. the leaf edge is slightly wavy, with the edges tapered. the leaf has a shiny surface and reticulate venation with stem between 1 2.5 cm long. the position of the leaves is spiral or clustered at the end of the twigs. the fruit of p. moluccanum is oval in shape with a size of 3 x 1.5 cm. the color is green when it is young and becomes orange when it is ripe. it has a strong smell and emits a lot of sticky lymph fluid. the flowers are white in color and they smell nice. the number of crowns and flower petals are 5, sticking together at the base and splitting at the tip of the flower. the number of pistils and stamens are 5 each. the results of observations of p. moluccanum in this study are not much different from the characterization done by steenis in the book “the mountain flora of java”, translated by hamzah (2010). the book states that trees which have a height of 4-15 meters were rarely in the form of shrubs. the shape and size vary, with a length of 515 cm and a width of 2.5 5.5 cm. leaves are often chatarina titik setiyarini et al. / international journal of active learning 5 (1) (2020) 15 seen clustered at the tips of twigs. the flowers smell good, whether they are male or female. the fruit is pointed, red – orange colored. if the fruit is ripe, the fruit will pop up with two valves containing black seeds and is tightly bound by a sticky resin with a strong turpentine smell. phytochemicals of p.moluccanum leaves and fruits phytochemical screening is a method to determine the presence of chemical content in materials using certain solvents. the solvent commonly used in phytochemical screening is methanol which has the ability to dissolve almost all organic compounds present in a sample. methanol is also volatile and easily released from extracts (malik et al. 2007). based on the phytochemical tests conducted, there were five types of compound contained in the leaves and fruits of pittosporum moluccanum, namely flavonoids, tannins, saponins, steroids, and alkaloids. look at tabel phytochemical screening result of p. moluccanum leaves and fruit chemical group test type result flavonoid mg powder positive tannin fecl3 gelatin salt stiasny positive quinone naoh negative saponin soap test positive steroids liberman burchard positive alkaloids dragendorff (filter paper) mayer dragendorf positive detection of aromatic compounds and quercetin with nir the analysis using nir was done qualitatively because in general, the contents of metabolite compounds in plants are very small so that they cannot be detected for quantitative analysis. qualitative testing is more focused on the type of chemical content in a substance contained in the test material (manual n.d). the nir spectrum of p. moluccanum leaves and fruits is similar. this shows that there are similarities in the compounds present in the leaves and fruit of p. moluccanum. in table 2, it appears that the compounds making up p. moluccanum and fruit are very similar. at peak 12 (on leaves) and peaks 12 and 13 (on fruit) it appears that the sample contains essential oil compounds. this supports field data that both ingredients smell good, especially fruit. essential oil is an ingredient contained in plants that functions as raw material for perfume and cosmetics. the special feature of plants containing essential oils is the emergence of certain peculiar smells and usually the smell is strong. essential oils contained in the body of plants can be removed by refinement (berlin, 2014). the nir data shows that there are aromatic compounds in the leaves and more in the fruit. physically, the smell that arises from the leaves and especially in the fruit which is stronger can predict the presence of aromatic compounds. other compounds determined using nir are quercetin compounds. quercetin is a compound that is widely contained in plants, including p. moluccanum. quercetin is a derivative of flavonoids, found in almost all plants, both in fruits and vegetables. quercetin also has strong antioxidants because of its ability to cope with free radicals (baghel et al. 2016). based on the literature referred to, the quercetin contained in the leaves and fruit of pittosporum moluccanum also has the same function as an antioxidant. the nir spectrum of leaves and fruits is combined with the spectra of standard quercetin compounds. it appears that both samples contain quercetin. 0 0.5 1 4000 5000 6000 7000 8000 daun buah chatarina titik setiyarini et al. / international journal of active learning 5 (1) (2020) 16 distribution of p. moluccanum with ndvi and evi the data in this study were raster data in the form of landsat 8 oli 3 satellite images for a period of one year. data extraction where satellite imagery data is extracted used ndvi and evi analysis using qgis 2.1.8 (quantum geographic information system). extraction results obtained will then be cut according to mount merapimerbabu national park vector maps to produce values from ndvi and evi for each district. after that, they were processed with ndvi and evi algorithms to get the value of vegetation density in mount merbabu national park area. the coordinates were taken in july 2018 on selo and tuk babon climbing tracks. ndvi values are divided into 3 data intervals namely minimum, average and maximum. the minimum interval represents areas with similar land uses that include low vegetation index characteristics, dominated by barren, rocky and sandy areas of low ndvi. the average interval represents areas with similar land uses that include the characteristics of low vegetation index dominated by grasses and shrubs. the maximum interval represents an area of similar land use that includes characteristics of forests with land cover and thick vegetation. ndvi results in selo area from february to august with the help of remote sensing satellite imagery showed a maximum vegetation index value of 0.464. this vegetation index looks higher than the surrounding area. the high ndvi vegetation index shows that selo area has a high level of greenness because the area is dominated by forests, land cover, and thick vegetation. the results of this study are in line with previous studies, that areas which have ndvi vegetation index values more than 0.5 are tropical rain forests, land cover, and thick vegetation (prasetyo el al. 2017). the comparison of research results with the literature shows evidence that selo boyolali region, precisely selo climbing track, has many plants that have thick canopies, one of which is p. moluccanum or often referred to as sengiran. the evi (enhanced vegetation index) value of p. moluccanum showed a value of 0.464 which was also higher than other regions. based on the theory, if the evi value is in the range between 0.1 0.5, the vegetation that lives in the area is said to be healthy vegetation (ravi, et.al 2016). the use of satellite imagery in monitoring process is very helpful in determining the location points as well as the distribution of p. moluccanum. mount merbabu national park is very large and therefore it is not possible for the researchers to walk around the area to see the distribution of these plants. after the vegetation results are obtained, land cover classification was carried out using the supervised classification method, index value image with study area in mount merbabu national park. the results of the classification of images extracted by the ndvi and evi algorithms have differences that can be seen from the distribution of land cover and the area of each land cover produced. after getting the map of satellite image analysis results, the results were validated by assessing / determining the accuracy of the results of visual image interpretation by conducting a field check and applying confusion matrix. the coordinates of the results of the field validation were then overlaid with a map of zoning satellite imagery with the aim to further clarify the initial data and validation data. the data obtained were depicted in ndvi and evi in february, taking into account the best satellite imagery results in february 2018. p. moluccanum were seen scattered along selo and tuk babon climbing tracks with ndvi index values showing high levels of greenness. in february, the rainfall was still quite high, so the ndvi index value was quite high, i.e. 0.464. the ndvi map of the results of field validation is shown in figure. 4000 6000 8000 10000 daun daunb… chatarina titik setiyarini et al. / international journal of active learning 5 (1) (2020) 17 besides ndvi, the results of field validation were also overlaid with evi which produced evi index validation which can be seen in figure. conclusions based on the observations, field studies, literature studies, phytochemical screening, nir, and also remote monitoring of satellite images of p. moluccanum, it can be concluded: 1. p. moluccanum are generally trees with a height of up to 20 meters. they have branched stems and various leaf shapes. the flowers have 5 parts. p. moluccanum fruit is oval in shape with a size of 3 x 1.5 cm. the young fruit is green while the ripe one is orange. it has a strong smell and emits a lot of sticky lymph fluid. 2. compounds contained in p. moluccanum which are tested phytochemically include flavonoids, steroids, tannins, saponins, alkaloids, whereas the nir test shows the presence of aromatic compounds containing essential oils. 3. the maximum ndvi index value and the evi index value are 0.464, meaning that p. moluccanum have good greenness and health. references backer, c.a, dsc and bakkuizen van den brink. 1963. flora of java. n.v. noordhoff-groningenthe netherlands baghel, satyendra singh, nikhil shrivastava, and rajendra singh baghel. 2016. a review of quercetin : antioxidant and anticancer properties a review of quercetin: antioxdidant and anticancer. world journal of pharmacy and pharmaceutical sciences, volume 1. hamzah, amir dan moehamad toha. 2010. flora pegunungan jawa. pusat penelitian biologi – lipi. bogor. harleen kaur sandhar, bimlessh kumar, sunil prasher, prashant tiwari, manoj salhan, pardeep sharma 2011. a review of phytochemistry and pharmacology of flavonoids. international pharmaceutica science, volume 1. haryati dwi, sri yulianto. 2018. prediksi spasial wilayah resiko tanah longsor di jawa tengah berdasarkan savi, osavi, dvi, ndvi menggunakan krigging. indonesian journal of modeling and computing volume 2. ginting, a, and m jadera. 2018. “analisa indeks vegetasi menggunakan citra satelit lansat 7 dan lansat 8 menggunakan metode k-means di kawasan gunung sinabung.” john, b., t. sulaiman.c., george .s., and reddy .v.r.k. 2014. total phenolics and flavonoids in selected medicinal plants from kerala. international journal pharmacy and pharmaceutical sciences, 6(1), 3. lehrter str. 2014. minyak atsiri. atase perdagangan kbri berlin, germany. mohsenin nm. 1984. electromagnetic radiation properties of food and agricultural products. new york (ny). gordon and breach science publisher osborne bg, fearn t, hindle ph. 1993. practical nir spectroscopy: with applications in food and beverage analysis. 2 nd ed. singapore (sg). longman singapore publishers (pte)ltd. prasetyo, nanang noviantoro, bandi sasmito, and yudo prasetyo. 2017. analisis perubahan kerapatan hutan menggunakan metode ndvi dan evi pada citra satelit landsat 8 tahun 2013 dan 2016 (area studi: kabupaten semarang. jurnal geodesi undip, volume 6 nomor 3. chatarina titik setiyarini et al. / international journal of active learning 5 (1) (2020) 18 ravi prakash singh, neha singh, saumya singh, and saumitra mukherjee. 2016. normalized difference vegetation index ( ndvi ) based classification to assess normalized difference vegetation index ( ndvi ) based classification to assess the change in land use / land cover ( lulc ) in lower assam , india. sangi, m. s.,momuat, l.i., and kumaunang, m. 2012. toxicity test and phytochemical screening of grain flour. journal of ilmiah science, 12 (2): 8. sudiana, dodi, and elfa diasmara. 2008. “analisis indeks vegetasi menggunakan data satelit noaa/avhrr dan terra/aquamodis.” seminar on intelligent technology and its applications. yulianto sri, kristoko dwi hartomo, bistok hasibuan, dian widiyanto. 2017. aplikasi penginderaan jauh dan sistem informasi geografi menggunakan ndvi dan evi untuk penentuan index risiko bencana kekeringan dan kebakaran lahan kecamatan di propinsi jawa tengah. zaelani azis, rusiani, ersad nurhidayat. 2018. inventarisasi tumbuhan obat di taman nasional gunung merbabu (wilayah resort wonolelo). 99 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal analysis of lecturers competency performance evaluation using fuzzy modeling jeffrey nugroho, lilik linawati, tundjung mahatma universitas kristen satya wacana salatiga, indonesia info articles ___________________________ history articles: received 8 january 2019 approved 11 july 2019 published 1 october 2019 ___________________________ keywords: fuzzy logic, lecturer performance, fis mamdani. __________________________________ abstract _________________________________________________________________________________ in the indonesian 2005 law (uu no. 14 tahun 2005) about teachers and lecturers there are four competencies that must be owned by a lecturer in carrying out the duties –the tridharma– namely pedagogic, personality, professional, and social competence. this research analyzes the evaluation results of lecturer's performance at the faculty of science and mathematics using fuzzy modeling, employing the fis mamdani method.. the twelve aspects assessed in the questionnaire are grouped into four competencies with an assessment of 1 (not good), 2 (poor), 3 (good), and 4 (excellent). the average value of each aspect of each competency is used to derive the fuzzy value of each competency. the value of each competence is then used to get the final value of lecturer performance evaluation, to be back-processed into the crisp value which is translated through membership function. based on the criteria set by the faculty, i.e. “poor”, “fair”, and “good”, the results show that the performance evaluation of all lecturers are "fair" towards "good", but when the assessment uses the average value, all lecturer have a “good” performance except one lecturer who shows “fair” performance.  address correspondence: email: t.mahatma@staff.uksw.edu p-issn 2528-505x e-issn 2615-6377 jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 100 introduction the performance evaluation is not only needed in the business office, but also in the education world to improve the quality of education in a sustainable manner. in improving the quality of education on an ongoing basis, universities conduct assessments, namely accreditation and internal evaluation of universities. higher education strives to improve the quality including that of the lecturers. to maintain the quality of lecturers, monitoring and evaluation of the performance of lecturers are conducted every year/end of the semester by filling out questionnaires by peers, students, and superiors. with the results of the performance evaluation, lecturers are expected to improve or maintain the good performance that has been achieved. many instruments with assessment aspects can be used to evaluate the performance of lecturers. universitas kristen satya wacana has conducted lecturer performance evaluation using the “beban kinerja dosen” report –performance report based on credit units– as regulated by the indonesian ministry of research and higher education / menristekdikti, for lecturers who have been certified. every lecturer also has to report internally using the “bata” report to evaluate the real workload every semester. the quality assurance unit (pmf) of the faculty of science and mathematics designed a questionnaire to evaluate the performance of lecturers based on competency which refers to the indonesian law, “uu nomor 14 tahun 2005” concerning teachers and lecturers at the faculty level, involving supervisors, peers, administrative staff, and taught students concerned. the lecturers' competencies in question include pedagogic, professional, personality and social competencies. the performance evaluation based on lecturer competence in this paper hereinafter is referred to as lecturer performance evaluation. the assessment carried out so far has been in accordance with the lecturers' performance competence in general, but has not addressed each of the four lecturer performance competencies. assessment of each aspect is considered highly subjective. therefore, the assessment is carried out by the direct supervisor in question, fellow lecturers, supporting staff (administrative/laboratory staff), and students who took the course. the assessment uses a discrete scale of 1, 2, 3, 4, and the average value of the twelve aspects assessed, but this average value has not been able to describe the performance in each competency possessed by each lecturer. therefore, based on the description above, in this study fuzzy logic will be applied with the mamdani fis method to reprocess the evaluation results that have been done at the fsm uksw. a similar research that has been done is to obtain the value of each competency to determine the prototype of the software (mahmud 2013). fuzzy logic is widely applied in various fields, because the concept of fuzzy logic is easy to understand and the mathematical concepts that underlie fuzzy reasoning are fairly simple. according to kusumadewi (2004), the fuzzy set is a set that states an object that can be a member of several sets with different membership values (µ). the fuzzy set has two attributes, namely: linguistics, i.e. naming groups that represent a particular situation using natural language, such as young, middle-aged, and old; numeric, which is a value or number that indicates the size of a variable, such as 25, 35, 40, 50 and so on. the fuzzy set attribute is then stated in the membership function. the membership function is represented by a curve that shows the mapping of data input points into membership degrees that have intervals between 0 to 1. some membership functions can be used, namely: linear representation jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 101 figure 1. linear representation goes up membership function:                bx bxa ab ax ax x ;1 ; ;0  …(1) figure 2. linear representation goes down membership function:             bx bx b xb x ;0 0; 0 …(2)  triangle curve representation figure 3. triangle curve representation membership function:                    cxb bc xc bxa ab ax cxatauax x ; ; ;0  …(3)  trapezoidal curve representation figure 4. trapezoidal curve representation membership function:                     dxc cd xd cxb bxa ab ax dxatauax x ; ;1 ; ;0  …(4) fuzzy logic was first introduced by prof. lotfi a. zadeh in 1965. the basis of fuzzy logic is the theory of fuzzy sets, namely the important role of the degree of membership as a determinant of jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 102 the existence of elements in a set. the degree of membership is the main characteristic in reasoning with this fuzzy logic. fuzzy logic can be considered as a black box that connects the input space to the output space, as shown in figure 5. figure 5. input-output mapping illustration. the black box contains a method or techniques that can be used to process input data into output in the form of good information. the method used is fis mamdani (max-min) which was introduced by ebrahim mamdani. fuzzy inference system (fis) is a system used for reasoning with similar principles as humans do reasoning with their instincts. according to kusumadewi (2010), there are several things that leads to the understanding of fuzzy systems, namely fuzzy variables, fuzzy sets, discussion universes, and domains. to get mamdani's fis output, 4 stages are needed: formation of fuzzy sets; application function implication; the composition of rules; defuzzification based on the description above, the formulation of the problem in this study is "how to analyze the results of lecturer performance evaluation using fuzzy modeling to determine the performance of lecturers?". the purposes of this study are: obtain the results of the analysis of lecturer performance evaluation using mamdani's fuzzy inference system (fis) model; obtain the results of a comparative analysis of the results of the lecturer performance evaluation obtained using fuzzy on average. methods this research is a research on performance evaluation based on the competence of lecturers at the fsm uksw salatiga. the study uses secondary data, namely even semester 2016/2017 data obtained from the “penjaminan mutu fakultas” /quality assurance section, faculty of science and mathematics uksw. in accordance with “uu nomor 14 tahun 2005” concerning teachers and lecturers (chapter 5, part five: guidance and development, article 69 paragraph 2) there are four types of lecturer competencies, namely pedagogic, professional, personality, and social. the twelve aspects assessed in the questionnaire were then grouped into four competencies based on the “buku pedoman sertifikasi pendidik untuk dosen terintegrasi” issued by “direktorat jenderal pendidikan tinggi, kementrian pendidikan nasional 2011” as follows: a. pedagogic competence  mastery of media and learning technology (aspect 2).  objectivity in assessing students (aspect 3).  ability to guide students (aspect 4). b. professional competence  mastery of their expertise (aspect 5).  willingness to reflect and discuss learning problems with peers (aspect 6).  ability to follow developments in science and technology for updating learning (aspect 7). c. personality competence  communication skills (aspect 1).  wisdom in decision making (aspect 8).  being a role model in thoughts and behaviour (aspect 9). d. social competence input space output space input variable output variable black box jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 103  ability to express opinions (aspect 10).  ability to accept criticism, suggestions, and opinions of others (aspect 11).  being sociable to colleagues, other employees, and students (aspect 12). calculation of lecturer performance appraisal use an assessment in the form of discrete categorization of an ordinal scale, namely 1 = not good, 2 = poor, 3 = good, and 4 = excellent. to determine the results of the performance evaluation of the lecturers at the fsm uksw, the questionnaire must be filled by the direct supervisor concerned, 3 fellow lecturers, 3 nonfaculty members (administrative staff/laboratory staff) and 5 students who have been taught by the lecturer (regardless of the type of course). this questionnaire was first used in the second semester of the 2016-2017 academic year. data is processed using the mamdani fis method fuzzy system. the tool used is matlab with fuzzy logic toolbox. the steps taken are: 1. formation of fuzzy sets (fuzzification) 2. application implication function: using the implication function min. 3. the composition of rules: using the max method. 4. defuzzification: using the centroid method. data processing that has been done can be implemented in the following scheme: figure 6. lecturer performance evaluation scheme. results and discussion identification of variables is carried out to determine the input and output variables and the universe of the discussion needed to calculate and analyze problems. table 1. formation of input and output variables. variable fuzzy set discussion universes domain input pedagogic not good 0-4 [0, 2] crisp data pedagogic competence:  aspect 2  aspect 3  aspect 4 professional competence:  aspect 5  aspect 6  aspect 7 personality competence:  aspect 1  aspect 8  aspect 9 social competence:  aspect 10  aspect 11  aspect 12 fis mamdani fuzzy values of each competency final score (fuzzy) fis mamdani crisp value membership function jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 104 professional poor [1, 3] personality good [2, 4] social excellent [3, 4] output performance result poor 0-4 [0, 2] fair [1.5, 3.5] good [2.5, 4] next, a membership function is formed describing the input variable which consists of a trapezoidal curve, a triangle, and a linear rise. whereas the output variable uses the shoulder curve. a. membership function for each pedagogic, professional, personality, and social input variable figure 6. fuzzy set for competency input variables. based on the formula (4), (3), and (1) the membership function is shown as follows:                2;0 21; 12 2 10;1 x x x x x notgood  ...(5)                    32; 23 3 21; 12 1 31;0 x x x x xataux x poor  …(6)                    43; 34 4 32; 23 2 42;0 x x x x xataux x good  …(7)  x x not good poor good excellent jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 105                4;1 43; 34 3 3;0 x x x x x excellent  …(8) b. membership function output variables performance results figure 7. the fuzzy set for output variables is performance results. based on the formula (4) and (3) the membership function is shown as follows:                5.2;0 5.25.1; 5.15.2 5.2 5.10;1 x x x x x poor  …(9)                    5.35.2; 5.25.3 5.3 5.25.1; 5.15.2 5.1 5.35.1;0 x x x x xataux x fair  …(10)                5.3;1 5.35.2; 5.25.3 5.2 5.2;0 x x x x x good  …(11) the data processing stage is done by building a fuzzy system using the mamdani method. the mamdani method fuzzy system was chosen because this method resembles a human mindset where the implication function between antecedents and consequences are the same in the fuzzy set. in this study, the output obtained is a performance result that can be used as an evaluation material. the stages are explained as follows: formation of fuzzy sets (fuzzification)  x x poor fair good jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 106 in this stage, crisp values are taken, namely the performance value of lecturers from each aspect of the assessment to determine the degree of membership where the values become members of each fuzzy set that is appropriate and used as input when forming membership functions. based on the membership function, if, for example, a lecturer gets a value of 3.42, it means that the value lies between "good" and "excellent". stated in a fuzzy set in accordance with formulas (7) and (8) the degree of membership can be presented as follows:   58.0 1 58.0 34 42.34 42.3     good  ,   42.0 1 42.0 34 342.3 42.3     excellent  . whereas if a lecturer gets a value of 2.88, s/he gets a value that lies between "fair" and "good". stated in a fuzzy set according to the formula (10) and (11) the degree of membership can be presented as follows:   62.0 1 62.0 5.25.3 88.25.3 88.2     fair  ,   38.0 1 38.0 5.25.3 5.288.2 88.2     good  . as discussed at the variable identification stage, each aspect assessed is an input variable in a competency which later becomes the output variable of each competency. furthermore, the value of each competency is used as an input variable to produce output that is the result of lecturer performance evaluation. table 2 shows input data as well as the value of each competency. table 2. data processed with fuzzy for competency values. lecturer rated aspects pedagogic professional personality social 2 3 4 fuzzy 5 6 7 fuzzy 1 8 9 fuzzy 10 11 12 fuzzy d1 3.42 3.75 3.75 3.26 3.83 3.75 3.50 3.23 3.83 3.58 3.50 3.15 3.83 3.58 3.67 3.21 d2 3.27 3.00 2.91 3.00 3.45 3.10 3.18 3.02 2.91 2.82 2.91 2.88 3.09 2.91 3.00 3.00 d3 3.67 3.42 3.17 3.09 3.17 3.50 3.50 3.13 3.25 3.17 3.25 3.03 3.33 3.50 3.17 3.07 d4 3.67 3.50 3.17 3.13 3.08 3.17 3.67 3.02 3.42 3.09 3.36 3.07 3.45 3.45 3.67 3.10 d5 3.92 3.67 3.67 3.24 3.92 3.58 3.83 3.33 3.75 3.75 3.58 3.26 3.92 3.75 3.92 3.50 d6 2.83 2.83 3.00 2.79 3.50 2.75 3.08 3.01 2.67 2.75 2.50 2.59 2.92 2.50 2.50 2.50 d7 4.00 3.50 3.33 3.13 3.75 3.33 3.75 3.29 3.25 3.42 3.58 3.09 3.58 3.42 3.58 3.17 d8 4.00 3.83 3.58 3.33 3.92 3.58 3.92 3.46 3.58 3.67 3.83 3.21 3.83 3.75 3.42 3.26 d9 3.83 3.75 3.58 3.26 3.83 3.67 3.75 3.29 3.92 3.42 3.83 3.33 3.83 3.67 3.83 3.36 d10 3.75 3.92 3.58 3.26 3.83 3.42 3.42 3.09 3.75 3.42 3.83 3.26 3.50 3.50 3.67 3.13 d11 3.75 3.75 3.67 3.29 3.92 3.83 3.75 3.38 3.75 3.67 3.67 3.24 3.67 3.67 3.92 3.24 d12 3.42 3.67 3.67 3.21 3.58 3.33 3.17 3.06 3.67 3.50 3.33 3.13 3.42 3.17 3.42 3.09 d13 3.00 3.42 3.75 3.09 3.50 3.58 2.83 3.13 3.42 3.42 3.42 3.09 3.42 3.58 3.75 3.17 d14 3.58 3.50 3.67 3.15 3.67 3.36 3.67 3.23 3.50 3.17 3.17 3.02 3.36 3.33 3.92 3.07 d15 3.42 3.42 3.17 3.09 3.67 3.17 3.50 3.13 2.92 3.25 3.08 3.01 3.08 2.92 2.67 2.88 d16 3.42 2.58 2.67 2.62 3.33 2.83 3.42 3.06 3.00 3.00 2.75 3.00 2.83 2.75 3.08 2.78 d17 3.67 3.33 3.25 3.06 3.67 3.25 3.58 3.17 3.00 3.00 2.67 3.00 3.17 3.25 3.42 3.04 d18 3.50 3.08 3.17 3.02 3.58 3.00 3.67 3.17 3.33 3.08 2.92 3.01 3.25 3.08 3.50 3.04 d19 3.58 3.58 3.67 3.17 3.83 3.58 3.42 3.17 3.50 3.42 3.50 3.13 3.42 3.67 3.67 3.21 d20 3.92 3.42 3.50 3.13 3.83 3.25 3.42 3.09 3.58 3.58 3.42 3.17 3.50 3.50 3.75 3.13 d21 3.75 3.58 3.67 3.21 3.58 3.58 3.67 3.17 3.67 3.75 3.92 3.29 3.75 3.75 3.83 3.31 d22 3.25 3.42 3.50 3.10 3.83 3.42 3.08 3.09 3.58 3.42 3.42 3.09 3.67 3.08 3.50 3.13 jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 107 d23 3.75 3.92 3.75 3.31 3.67 3.67 3.75 3.24 3.92 3.75 3.75 3.31 3.67 3.75 3.92 3.29 d24 3.50 3.67 3.67 3.18 3.58 3.58 3.67 3.17 3.58 3.58 3.67 3.17 3.58 3.67 3.50 3.15 a. application implication function in this study, the implication function used is min because this function will cut the output of the fuzzy set. b. the composition of rules the composition of the rules in this study uses the maximum method. the first stage is to obtain the value of each competency; there are 64 composition rules. following are examples of some composition rules used. if (“aspect 2” is “not good”) and (“aspect 3” is “not good”) and (“aspect 4” is “not good”) then (“pedagogic” is “not good”), if (“aspect 2” is “not good”) and (“aspect 3” is “not good”) and (“aspect 4” is “poor”) then (“pedagogic” is “not good”), if (“aspect 2” is “not good”) and (“aspect 3” is “not good”) and (“aspect 4” is “good”) then (“pedagogic” is “poor”),  if (“aspect 2” is “excellent”) and (“aspect 3” is “excellent”) and (“aspect 4” is “excellent”) then (“pedagogic” is “excellent”), whereas in the next stage, 259 composition rules are employed to obtain performance results. following are extracts of some composition rules that are used. if (“pedagogic” is “poor”) and (“personality” is “poor”) and (“professional” is “poor”) and (“social” is “good”) then (“rating result” is “poor”), if (“pedagogic” is “poor”) and (“personality” is “poor”) and (“professional” is “poor”) and (“social” is “excellent”) then (“rating result” is “fair”), if (“pedagogic” is “poor”) and (“personality” is “poor”) and (“professional” is “fair”) and (“social” is “fair”) then (“rating result” is “fair”),  if (“pedagogic” is “fair”) and (“personality” is “poor”) and (“professional” is “poor”) and (“social” is “poor”) then (“rating result” is “poor”). all rules were made having considered the results between antecedents and consequence. for example, if a lecturer gets a minimum score of good on pedagogic and professional competencies and gets a minimum score of fair on social competence and personality, then the lecturer will get a good assessment. c. defuzzification to determine the crisp output, a defuzzification method is used that matches the mamdani fis. the crisp output obtained is a score of the performance assessment results. in this study, the centroid (composite moment) method is used. furthermore, testing and simulation are carried out to calculate the score of the performance assessment of lecturers by using fuzzy logic. simulation was carried out using the matlab software along with fuzzy logic toolbox which consists of two stages, namely: 1. stage 1 is to get the value of each competency, based on each aspect assessed in the questionnaire. in this stage, the 64 rules were used. the following are the figures that show the work in stage 1. jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 108 figure 8. fis editor membership functions input variable aspects of the assessment. figure 9. fis editor membership function output variable competency. figure 10. rule editor for r1-r64. to test whether the rules is in accordance with the objectives to be achieved, the value of each aspect in table 2 were entered to get the competency value. examples of results of competency output variables (pedagogic, professional, personality, and social) for l2 are presented in the following figure: figure 11. examples of output from pedagogic competencies. figure 12. examples of output from personality competencies. jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 109 figure 13. examples of output from professional competencies. figure 14. examples of output from social competencies. 2. stage 2 is to get the results of the lecturer performance assessment, based on the value of each competency from the previous stage. in this stage, 259 rules were used. the following are the figures that show the work in stage 2. figure 15. fis editor membership function competency input variable. figure 16. fis editor membership function output variable performance results. figure 17. rule editor for r1-r259. jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 110 to test whether the rules are in accordance with the objectives to be achieved, the value of each competency was entered in table 3 to get the results of the lecturers' performance. examples of the results of the lecturer performance output variable for l2 are presented in figure 18. figure 18. examples of outputs of lecturer performance. based on the testing and simulation, data analysis was done by comparing the scores of the results of the lecturers' performance evaluation which were calculated on average and using fuzzy logic. the simulation resulted in the calculation of the output of lecturer performance results as presented in table 3. table 3. data from assessment processing based on fis and average assessment results. lecturers competency rating result (fuzzy) rating result (average) pedagogic professional personality social fuzzy fuzzy fuzzy fuzzy d1 3.26 3.23 3.15 3.21 3.42 3.66 d2 3.00 3.02 2.88 3.00 3.45 3.05 d3 3.09 3.13 3.03 3.07 3.45 3.46 d4 3.13 3.02 3.07 3.10 3.45 3.45 d5 3.24 3.33 3.26 3.50 3.38 3.84 d6 2.79 3.01 2.59 2.50 3.06 2.99 d7 3.13 3.29 3.09 3.17 3.42 3.70 d8 3.33 3.46 3.21 3.26 3.39 3.83 d9 3.26 3.29 3.33 3.36 3.41 3.82 d10 3.26 3.09 3.26 3.13 3.42 3.74 d11 3.29 3.38 3.24 3.24 3.40 3.84 d12 3.21 3.06 3.13 3.09 3.43 3.59 d13 3.09 3.13 3.09 3.17 3.44 3.47 d14 3.15 3.23 3.02 3.07 3.43 3.59 d15 3.09 3.13 3.01 2.88 3.45 3.41 d16 2.62 3.06 3.00 2.78 3.40 3.22 d17 3.06 3.17 3.00 3.04 3.44 3.34 d18 3.02 3.17 3.01 3.04 3.44 3.45 d19 3.17 3.17 3.13 3.21 3.43 3.62 jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 111 d20 3.13 3.09 3.17 3.13 3.44 3.68 d21 3.21 3.17 3.29 3.31 3.42 3.77 d22 3.10 3.09 3.09 3.13 3.45 3.62 d23 3.31 3.24 3.31 3.29 3.42 3.82 d24 3.18 3.17 3.17 3.15 3.44 3.74 the main focus of the data analysis is the fuzzy evaluation results and the results of the assessment using average. before comparing the two assessment results, each assessment is first examined. the lecturer performance appraisal scale on the average value of lecturer performance set by the “penjaminan mutu fakultas” is 0 to 4 with the following details:  "poor", for the score of between 0 to 2.  "fair", for the score of between 2 to 3.  "good", for the score of between 3 to 4. based on the assessment results using the average (table 3), all lecturers has a performance title of "good". however, d6 has the title "enough" because it gets a value of 2.99 which is on a scale of 2-3. calculated using the average, the final result shows as if d5 and d11 are lecturers who perform the most "good" because they have a value of 3.84 but, in fact, other lecturers who have grades between 3-4 also have a "good" performance. the results of the average assessment appears as such that it may be interpreted as the sequence of lecturers who get the highest value to the lowest. this study using fuzzy modeling is expected to eliminate the assumption of the lecturer sequence from the highest value to the lowest, or vice versa. with fuzzy logic and modeling that has been created, results of evaluations using fuzzy should be observed in table 3. by observing figure 7 and equation (9) (11), if one of the lecturer values is taken, namely d6 with a value of 3.06 and substituted into equation (9) (11), it yields:   006.3  poor    44.0 1 44.0 5.25.3 06.35.3 06.3     fair    56.0 1 56.0 5.25.3 5.206.3 06.3     good  figure 19. d6 performance results. figure 19 explains that d6 has performance results between "fair" and "good". the calculation results from d6 are obtained and, it can be interpreted that d6 has a performance that is more than "fair", closing to "good" performance. as it can be seen in table 3 and figure 7, d2 with a value of 3.45 is in two fuzzy sets, namely "fair" and "good". to find out which predicate is appropriate, it is first substituted into equation (9) (11) as follows:   045.3  poor    05.0 1 05.0 5.25.3 45.35.3 45.3     fair    95.0 1 95.0 5.25.3 5.245.3 45.3     good  x  x poor fair good jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 112 figure 20. d2 performance results. the calculation results from d2 are   05.045.3  fair  and   95.045.3 good can be interpreted that d2 has a performance more than "fair" closing to "good" performance, and also shown in figure 20. if d2 has a value greater than or equal to 3.50, then the lecturer has a "good" performance with a membership degree of value 1. simple fuzzy modeling in this study cannot be ordered from the highest value to the lowest value because the output will return to the very fuzzy set. d2 and d6 both show performance that moves away from "fair" and approaching "good" performance with their respective membership degrees. however, when compared with d2, d6 must further increase the value of each competency to achieve "good" performance, so that the membership level can be one or close to one. conclusion from the results of the research and discussion in this study, it can be concluded that by using fis mamdani, each lecturer shows a performance evaluation that is more than "fair" and approaches the "good" performance based on the criteria set by the faculty. if the average value is used, all lecturers have a "good" performance, except for one lecturer who shows "fair" performance. fuzzy modeling can thus be used as a comparison in processing lecturer performance evaluation results which are calculated using the average value. to improve or maintain the predicate of lecturers' performance evaluation, each lecturer can look at the values of each competency that is still lacking. acknowledgement the authors wish to thank the faculty of science and mathematics uksw for providing the research data, and the e-sistem fsm uksw that has supported this research. references abdulrahman, u. f. i., shamsu-deen, s., & abaidoo, e. k. 2017. assessing lecturers' performance using fuzzy logic. international journal of computer applications, 160(1). andani, s. r. 2015. fuzzy mamdani dalam menentukan tingkat keberhasilan dosen mengajar. in seminar nasional informatika (semnasif) (vol. 1, no. 4). furqan, m. 2017. penerapan fuzzy inference system (fis) untuk menentukan kinerja dosen bidang pengajaran stt nurul jadid. jurnal teknik informatika, 6(01). kusumadewi, sri., purnomo, hari., 2004 : aplikasi logika fuzzy untuk pendukung keputusan, edisi 1, penerbit graha ilmu, yogyakarta. kusumadewi, sri., purnomo, hari., 2010 : aplikasi logika fuzzy untuk pendukung keputusan, edisi 2, penerbit graha ilmu, yogyakarta. mahmud, m. 2013. prototype logika fuzzy inference system dalam penilaian kinerja guru: studi kasus smk xyz. in seminar nasional informatika (semnasif) (vol. 1, no. 4). nugroho, j. 2018. analisis hasil evaluasi kinerja berdasarkan kompetensi dosen dengan pemodelan fuzzy. skripsi. uksw. salatiga  x x poor fair good jeffrey nugroho et al. / international journal of active learning 4 (2) (2019) 113 nuryadin, s. 2013. sistem pendukung keputusan dalam menentukan penilaian kinerja dosen dengan metode fuzzy database model mamdani. electrans, 12(2), 161-170. purwanti, w. n., & patria, l. 2013. penerapan logika fuzzy pada penilaian kinerja pegawai: studi kasus universitas terbuka. simajuntak, m. 2017. penilaian kinerja dosen dengan menggunakan metode sugeno. journal information system development (isd), 2(1). widaningrum, i. (2013). evaluasi kinerja dosen menggunakan metode fuzzy multi-attribute decision making (fmadm) dengan pengembangan (studi kasus: universitas muhammadiyah ponorogo). semnasteknomedia online, 1(1), 09-61. widaningrum, i. (2015). sistem pendukung keputusan evaluasi kinerja dosen menggunakan analitycal hierarchy process (ahp) dan fuzzy analitycal hierarchy process (fuzzy-ahp). semnasteknomedia online, 3(1), 2-2. yazdi, m. (2012). perancangan sistem pakar fuzzy untuk menentukan kinerja dosen di perguruan tinggi. sesindo 2012-jurusan sistem informasi its, 238. 168 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal increasing competency 4c using the g-suite application for education budi legowo, bambang kusharjanta, artono dwijo sutomo, mulyadi, daru wahyuningsih sebelas maret university, indonesia info articles ____________________ history articles: submitted 8 june 2019 revised 11 july 2019 accepted 25 september 2019 ____________________ keywords: 4c competencies, g-suite, student-centered learning, _________________________ abstract ____________________________________________________________ 4c competencies (communication, collaboration, critical thinking and problem solving, creativity and innovation) is the learning achievement needed at this time. learning in the industrial revolution 4.0 era provides an opportunity to increase 4c competencies without space and time limits, by utilizing information and communication technology. this study aims to use the g-suite for education as a substitution of learning models and or strategies to improve 4c competence in the wawasan pedagogi course in the physics study program of mathematics and natural science faculty of sebelas maret university. the research mechanism includes two strand cycles, namely learning with a student-centered learning (scl) approach as follows: 1). classical and 2). online using g-suite for education. reflections from the two research cycles show students could follow both classical (face-to-face) and online learning strategies, in the delivery of material and or assessment of learning outcomes.  address correspondence: email: pakbeel@staff.uns.ac.id p-issn 2528-505x e-issn 2615-6377 budi legowo et al. / international journal of active learning 4 (2) (2019) 169 introduction to meet the needs of graduate learning outcomes according to the profile as an educator, the physics study program of mathematics and natural science faculty of sebelas maret university specifically offers wawasan pedagogi courses as two credits elective courses that are held in the even semester each year. the purpose of the wawasan pedagogi courses was to provide educational knowledge and its implementation so that student who has an interest in becoming educators has basic knowledge in planning, implementing, managing and evaluating educational / learning programs both independently and / or in groups (legowo, 2019). the era of the industrial revolution 4.0 encouraged the process of student interaction with lecturers and sources of learning in a learning environment in a network (online). learning was no longer limited by time and space. the learning process could be done anytime and anywhere. learning could be a blend between online and classical (blended learning) or be online full / massive open online course (mooc) (legowo, 2019). scl learning approach in the form of face to face (f2f) and web based (wb) could be held to complement each other and or replace each other face to face activities, structured assignment activities and independent activities according to the form of learning used (wahyuningsih, 2016). the google for education (g-suite for education) application made it easy to organize cloud-based learning, simplifies education administration and encourages lecturer and student interaction more effectively and efficiently. g-suite for education could function as supplement, complement or substitution. the purpose of this study was to improve the 4c competence of wawasan pedagogi students in the physics study program of mathematics and natural science faculty of sebelas maret university with online learning interactions using the g suite for education application. methods g-suite for education was google's service for the world of education ranging from basic education, secondary education to higher education. this google service was a solution for integrative and collaborative communication in learning activities (bahtiar, 2014). the wawasan pedagogi course in this study was conducted using a scl approach with collaborative and cooperative learning methods. the strategy chosen was lecture, class discussion, and focus group discussion (fgd) which was held classically and online / online. assessment of student learning outcomes includes aspects of attitudes, knowledge and skills using a portfolio of individual and or group work (legowo, 2019). this research was a class action research model of kemmis and taggart in two strand cycles (sumini, 2010). each cycle refers to the semester learning plan and the learning contract which was divided into the classical learning cycle strand and the online learning cycle strand. result and discussion learning activities wawasan pedagogi as elective courses in physics study program has been carried out according to the even semester semester 2018/2019 schedule. the participants consisted of students from year 2014, 2015, and 2016 totaling 37 students. evaluation of the implementation of classic learning activities was carried out at the end of the 1st strand cycle and the implementation of online learning activities was carried out at the end of the 2nd strand cycle. online learning was carried out in the form of collaboration and communication using the google document and google slide applications, as shown in figure 1. figure 1. online collaboration and discussion using google slides the example of class interaction in figure 1 shown students could contribute to adding slide budi legowo et al. / international journal of active learning 4 (2) (2019) 170 citations while providing comments and answers to online discussions. the lecturer could authentically assess all class interactions because there was a digital footprint of all participants' activities. the digital footprint of online collaboration in figure 2 could be used as a basis for assessing students' cognitive abilities and contributing to jointly prepared papers. figure 2. collaboration of online papers using google document the ability to analyze problems could be followed by lecturers from the online paper preparation process. student soft skills, especially interpersonal and intrapersonal competition could also be improved because online interaction could be done without space and time restrictions. the implementation of the 1st and 2nd strand cycles in learning shown that students could follow recovery with conventional learning methods (lectures and offline discussions) and or with online learning methods (figure 3). as many as 56.8% of students stated that they could follow the learning well in the conventional learning 1st strand cycle. as many as 62.2% of students were able to take part in online in the 2nd strand cycle. the assignment of group collaboration in the form of poster making could be well followed by more than 45% of students in the 1st strand cycle. the implementation of the 2nd strand cycle in the form of online paper collaboration and online discussion could be well followed by more than 70% of students. for conventional tests (paper and pencil test) on quiz 1 and middle semester exams could be followed well by more than 50% of participants. authentic assessment in the 2nd strand cycle online was preferred by students, as much as more than 80% of students (figure 4). figure 3. learning method figure 4. assignment method figure 5. learning assessment methods budi legowo et al. / international journal of active learning 4 (2) (2019) 171 the results of evaluating the implementation of the 1st and 2nd strand cycles in learning shown that students could follow recovery with conventional learning methods (lectures and offline discussions) and or with online learning methods (online learning interactions) well. conclusion collaborative and cooperative learning methods with lecture strategies, class discussions, and fgd held classically and online / online could be well followed by students. the results of the assessment of classroom interactions and assignments show that students have the ability to do 4c better on online learning than classically. references bahtiar. (2014). manfaat google apps for educations. retrieved februari 12, 2019, from http://gsuite.visioinformatika.com/manfaatgoogle-apps-education/ legowo, budi (2019). menjadi dosen dalam era revolusi industri 4.0, workshop penjaminan mutu pembelajaran daring, pusat pengembangan teknologi informasi untuk pembelajaran lppmp-uns, surakarta legowo, budi (2019). rencana pembelajaran semester wawasan pedagogi. surakarta: program studi fisika. wahyuningsih, daru (2016), active leraning through discussion in e-learning, international journal of acive learning, unnes, p:1-4 sumini, t. (2010). penelitian tindakan kelas dan pengembangan professionalisme guru. jurnal historia vitae, 1-17. http://gsuite.visioinformatika.com/manfaat-google-apps-education/ http://gsuite.visioinformatika.com/manfaat-google-apps-education/ 159 ijal 4 (2) (2019) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal implementation of dual system education (dse) program in accounting expertise program at smk pgri 1 ponorogo novela nariska putri, trisno martono, sudiyanto sebelas maret university, indonesia info articles ___________________________ history articles: submitted 8 june 2019 revised 11 july 2019 accepted 1 august 2019 ___________________________ keywords: dse implementation, program effectiveness, accounting expertise program __________________________________ abstract _________________________________________________________________________________ the research was carried out at smk pgri 1 ponorogo, ponorogo regency, east java province. this research aimed to determine the effectiveness of the implementation of the dual system education (dse) program in the accounting expertise program at smk pgri 1 ponorogo. there were 9 validators in this research. the results showed that the implementation of the dual education system program in the accounting expertise program at smk pgri 1 ponorogo has not been running effectively as evidenced by the average score of the overall input/planning, process/implementation, and product/assessment of 3.75, while for the effective standard, the scale is 4. the input/planning stage includes the selection of competencies (4), determination of industry (4.78), preparation of programs (4.78), debriefing of participants (4.78), determination of mentors (4.67). the overall average score is 4.60 ≥ 4, so it is said to be effective. the process/implementation stage consists of the preparation of the dse journal (3.78), dse monitoring (4), and portfolio documentation (2.78). the overall average score is 3.52 ≤ 4, so it is said to be ineffective. the product/assessment stage includes the supervisor assessment (4.11), industry certification (4.78), and score reporting (3.55) with the overall score of 4.14, which is said to be effective.  address correspondence: email: soeddie.fkipuns@gmail.com p-issn 2528-505x e-issn 2615-6377 novela nariska putri et al. / international journal of active learning 4 (2) (2019) 160 introduction education is the main means in building and developing productive human resources and professional ability to face challenges in the future. vocational high school (smk) is one type of formal education that aims to produce productive and professional graduates so that they are ready to enter the work field. vocational education is confined to preparing young people and adults for working life, a process often regarded as of a rather technical and practical nature clarke dan winch (2007:9). these include: general knowledge versus specific knowledge; theoretical knowledge versus practical knowledge; conceptual understanding versus proficiency in skills; creative abilities versus reproductive abilities; ratio intellectual skill versus physical skills; preparation for life versus preparation for work. however, in reality, vocational graduates, who are prepared to be skilled workers, actually contribute to the high open unemployment rate compared to the graduates of other levels of education. as the data obtained from the central bureau of statistics (bps), there was an increase in the number of unemployment for two years in august 2016 by 11.11%. then, in february 2017, there was a decrease to 9.27% and in august 2017, the number of open unemployment of vocational graduates experienced an increase to 11.41%. from the above, we can see that there are problems that occur in smk, where graduates who have the potential to work in certain areas of expertise, but not absorbed in the world of work. seeing the above conditions, it is necessary to revitalize in order to improve and increase the quality of vocational graduates by perfecting and harmonizing the vocational curriculum with competencies according to the needs of graduate users (link and match). in addition, cooperation with the business world needs to be improved to provide wider access for vocational students to perform dse and internship programs for vocational educators and education staff. marsiam bukit (2014) states that, in the dse model, there are two parties who jointly organize a vocational education program. both parties are the educational institution, in this case the vocational high school, and employment or industry (company), both government and private companies. both parties are involved and responsible starting from the planning stage of the program, the implementation, determining the student’s graduation, and the marketing efforts of the graduates. this research was conducted to find out the link and match between schools and industry, the effectiveness of the stages and components that exist in the implementation of the psg program whether it is by the guidelines issued by the dikti in 2017. therefore, this research discusses the implementation of a dual system education program. based on the results of preliminary observations at smk pgri 1 ponorogo, it was found that the obstacles experienced in the implementation of dse, especially in the accounting department, are: (1) the equipment in the school is not in accordance with wbi (world of business and industry; (2) the cost for implementing dse comes from a single fund namely tuition; (3) many of the students work not in accordance with their fields or expertise and no one is directly recruited by the industry determined by the school for students. this is indicated by the data on graduates working in their fields starting from 2014 of 10%; 2015 of 3,82%; 2016 of 4,62%; 2017 of 6.33%.two places of learning of equal value and the same standard are combined together to form a system (wolf in marsiam bukit, 2014: 43). the dse program is an education conducted in two different places, at school (school-based learning) and at work (workbased learning). school-based learning is carried out by teachers or educators while work-based learning was carried out by mentors in the industry. fathoni and pramono (2014: 40) reveal that the definitions of the dse implementation are varied, as follows: (1) dse includes the program covering the entire school program, starting from new student enrolment (psb) to producing graduates; (2) dse consists of a combination between education subsystems in schools and in the work field/industry; (3) dse is an educational program specifically engaged in the implementation of professional expertise education; (4) dse is the implementation of novela nariska putri et al. / international journal of active learning 4 (2) (2019) 161 educational programs in schools and in the work field/industry integrated systematically and synchronously; (5) dse is the process of organizing education in the work filed/industry emphasizing more in the working-while-learning activities in real conditions. dual system education is a combination of learning and internship, aimed at guiding students to master certain work skills in order to become vocational graduates who have the ability relevant to the needs of the community (surachim, 2016: 53). according to muliati (2007), basically dual system of education of vocational high school is education and training system for vocational competence that is conducted in vocational schools and business work to produce middle level workers with special skills. basically, the dse in vocational high schools is a system of education and training to obtain certain skills by learning at schools and working in companies to produce middle-level workers who have certain skills. this is in line with the statement of djojonegoro (1999, p.46) which explains that "dual system education is a form of organizing education as well as systematic and synchronized vocational skills training between educational programs held in schools with skills mastery programs obtained by working directly in the world of work, directed to achieve a certain level of professional expertise ". dse held at vocational high schools is one form of implementation of the "link and match" policy between the world of education and the world of work. according to wardiman in marsiam bukit (2014: 31), link is defined as a situation where education has functional links to market needs, in terms of both concepts, policies, planning, and implementation of the program. match is a situation where the program developed, fostered, and implemented in a national system can produce educational outputs that are able to meet the demands of graduate users, both in terms of the type, quantity, and quality required. demands of the management of vocational education must be by the link and match policy, which is a change from the old pattern that tends to form education for education to a brighter, clearer and more concrete form of vocational education as a program of development and improvement of human resources. there are several changes to the paradigm and dimensions of renewal that are derived from the link and match policy, among others, namely (sidi; 2001): changes from the supply driven to demand driven approach, changes from school based programs to dualbased systems (dual based program), change from teaching model that teaches subjects to competency-based teaching models, changes from narrow based programs to basic, strong and broad (broad based) programs, changes from rigid formal education systems , to a system that is flexible and adheres to the principle of multy entry, multy exit, change from a system that does not recognize the expertise previously obtained, to a system that recognizes the expertise gained from where and in any way the competency is obtained (recognition of prior learning), change from the separation between education and vocational training, to a new system that integrates education n and vocational training in an integrated manner, changes from a terminal system to a sustainable system, changes from management centered to a pattern of self-management (the principle of decentralization), change from full dependence on central government funding to self-financing with central government subsidies. the dse implementation emphasizes the education of professional expertise that integrates systematically and synchronously between educational programs in schools with expertise programs obtained directly at the company (nurharjadmo:2008). this is to realize the link and match of schools and cooperative institutions from planning to the output process in the implementation of dse program. stefan wiesner (2013), the renowned dual education system exists in germany since 1870 with great success for the employee and the employer. its essence relies in the training of the apprentice in theory and praxis at the same time in a specific profession the apprentice wants to execute in the future. the apprentice learns general know how (like math, foreign languages, book keeping, administrative work, computer skills, natural sciences etc.) and in the case of the technician specific technical as well as soft skills (like project management, crisis management, team work, social and personal novela nariska putri et al. / international journal of active learning 4 (2) (2019) 162 aptitudes, etc.) for approx. 1-2 days of the week at the vocational school. in accordance with the above statement, the theoretical and practical trainings in schools before the internship in the industry will prepare students and help achieve link and match between the school and the work field. the achievement of the results of the psg implementation is as follows: 1. the waiting period of graduation until obtaining relevant work with education is relatively short 2. the participation rate of graduates in the industry is high or the percentage of graduates absorbed in institutions and companies is high. 3. the graduates work according to the program or field of expertise that is educated. the effectiveness of a dual system education program is the effort to produce graduates who have the ability while mastering the knowledge, attitudes, and work skills in accordance with the field of interest that they are interested in, a learning aimed at changing/development of workforce needs. the implementation of a vocational dual system education program must meet the requirements by having: (1) buildings, namely facilities and infrastructure needed for the ongoing teaching and learning activities; (2) principals, teachers and other education personnel as providers of teaching and learning activities; (3) workshop facilities for training or simulation; and (4) school assemblies (ms) and partner institutions (ip). the implementation of a dual system education program also requires ip (partner institutions) that must meet the requirements by having a place and work equipment and instructors or mentors or staff who carry out the task as instructors or mentors. constraints or obstacles that occur in the planning, implementation, evaluation of the school are: 1) acceptance of new students, the du / di has not been involved; 2) dse curriculum compilation, du / di parties have not been involved; 3) limited equipment in schools, and 4) there are still students who implement dse at du / di that are not in accordance with their competency skills. as for the obstacles that occur at du / di: 1) the psg program has not been entered into the quality objectives and iso work instructions at du / di that have been iso certified; 2) lack of discipline of dse participants; 3) lack of communication of psg participants with counselors, and 4) delays often occur in giving grades (mahmudi; 2013). according to nurharjadmo (2008), the problem that is felt in relation to resources is the limitation of subsidies provided by schools, which burden students in implementing dse; there are still students who think that dse in the industry is something that is done casually, so they often don't enter (ditching) and don't even pay attention during the implementation in dudi. according to nurharjadmo (2008: 219), for the management of teaching and learning activities in this dual system education there are several basic principles, namely: a. there is a connection between what is done in school and what is done at the partner institution as a whole series. b. expertise practice in partner institutions is a whole, meaningful and value-filled learning process to achieve graduate competency. c. there is a continuity of the learning process with appropriate time in achieving the required level of competence. process-oriented while being product-oriented in achieving graduate competence optimally. methods this research is an evaluation research with summative evaluation because it was carried out after the program had been completed. there are several types of evaluation models. the researcher used the cipp evaluation model that was first introduced by stufflebeam in his book entitled educational evaluation and decision making. the cipp evaluation model assesses 4 dimensions in accordance with the extension of cipp itself, namely context, input, process, and product. the use of the cipp model can provide a detailed description of the effectiveness of a program implemented. this research evaluated the implementation of the dual system education (dse) program in the accounting expertise program of smk pgri 1 ponorogo from 3 aspects, namely input, process, product. this program sees novela nariska putri et al. / international journal of active learning 4 (2) (2019) 163 the level of effectiveness from input aspects consisting of selection of competencies, determination of industry, preparation of program, debriefing of participant, and determination of mentors. the process aspect consists of compiling the dse program journal, monitoring the dse program, documentation of portfolio and product, namely the assessment of mentors, industry certification, score reporting. this study uses a quantitative descriptive approach. data collection techniques using interviews, observation, and documentation. this study was conducted in approximately one month for the process of assessment and file collection. results planning/input of dual system education (dse) program: the data on the input/planning stages in the dse program obtained from the results of the validation sheet from external parties are presented in table 1 below: table 1. data from planning/input stages in the implementation of dual system education (dse) program in the accounting expertise program at smk pgri 1 ponorogo. no indicators mean criteria conclusion 1.a selection of competencies 4 ≤ 4 effective 1.b determination of industry 4.78 ≤ 4 effective 1.c preparation of programs 4.78 ≤ 4 effective 1.d debriefing of participants 4.78 ≤ 4 effective 1.e determination of mentors 4.67 ≤ 4 effective overall average score 4.60 ≤ 4 effective effectiveness scale: 4 based on the data presented in the table above, the average scores of overall input/planning in the dse program are the selection of competencies of 4, determination of industry of 4.78, preparation of program of 4.78, debriefing of participants of 4.78, and determination of the mentor of 4.67. the average score of overall planning activities is 4.60. the score belongs to the criteria of ≤ 4, so it falls into the effective category. the stages of input/planning in the dse program including the selection of competencies, determination of industry, preparation of program, debriefing of participant, and determination of mentors are presented in the form of a figure as follows: information: 3.6 3.8 4 4.2 4.4 4.6 4.8 5 a v e r a g e o b se r v a ti o n r e su lt s dse program planning stage 1 2 3 4 5 4 1 2 3 4 5 4 4,78 4,78 4,78 4,67 novela nariska putri et al. / international journal of active learning 4 (2) (2019) 164 1. selection of competence 2. industry determination 3. program preparation 4. debriefing participants 5. determination of counselors figure 1. figure of planning activities in the implementation of dual system education (dse) program in the accounting expertise program at smk pgri 1 ponorogo therefore, according to the data presented in table 1 and figure 1, the stages of input/planning in the implementation of the dse program in the accounting expertise program of smk pgri 1 ponorogo meet the criteria of ≤ 4, so that they can be declared effective. the implementation/process of dual system education (dse) program: the data on the process/implementation stages in the dse program obtained from the results of the validation sheet from external parties are presented in table 2 below, as follows: table 2. data from implementation/process stages in the implementation of dual system education (dse) program in the accounting expertise program at smk pgri 1 ponorogo. no indicators mean criteria conclusion 2.a preparation of dse journal 3.78 ≤ 4 ineffective 2.b dse monitoring 4 ≤ 4 effective 2.c portfolio documentation 2.78 ≤ 4 ineffective overall average score 3.52 ≤ 4 ineffective effectiveness scale: 4 based on the data presented in the table above, the average scores of overall process/implementations in the dse program are the journal preparation of 3.78, dse monitoring of 4, and portfolio documentation of 2.78. the average score of overall implementation activities is 3.52. the average score is in the criteria of < 4, so that it falls into the ineffective category. the stages of the process/implementation in the dse program starting from the preparation of the dse journal, dse monitoring, portfolio documentation are presented in the form of the figure as follows: information: 1. preparation of the journal of dse activities 2. dse monitoring 3. portfolio documentation 0 1 2 3 4 5 1 2 3 a v e r a g e o b se r v a ti o n r e su lt s stage of psg program implementation 4 2,78 novela nariska putri et al. / international journal of active learning 4 (2) (2019) 165 figure 2. figure of implementation/process stages in the implementation of dual system education (dse) program in the accounting expertise program at smk pgri 1 ponorogo. so according to the data presented in table 2 and figure 2 which is the process/implementation stage in the implementation of a dual system education program (psg) in the field of accounting expertise of smk pgri 1 ponorogo namely implementation starting from psg journal compilation, psg monitoring, portfolio documentation. preparation of psg journals reached the criteria of 3.78 in the category of ineffective, psg monitoring obtained 4 (effective), 2.78 portfolio documentation which was not effective. assessment/product of dual system education (dse) program: the data on the stages of the dse program psg assessment/product obtained from the results of the external party validation sheet are presented in table 3 as follows: table 3. data from assessment/product stages in the implementation of dual system education (dse) program in the accounting expertise program at smk pgri 1 ponorogo. no indicators mean criteria conclusion 3.a mentor assessment 4.11 ≤ 4 effective 3.b industry certification 4.78 ≤ 4 effective 3.c score reporting 3.55 ≤ 4 ineffective overall average score 4.14 ≤ 4 effective effectiveness scale: 4 based on the data presented in the table above, the average scores of the overall data in the stages of assessment/product of the dse program are the mentor assessment of 4.11, industry certification of 4.78, and score reporting of 3.55. the average score of the overall assessment activities is 4.14. the score in the criteria of ≤ 4, so that it falls into the effective category. the stages of assessment/product of the dse program are presented in the form of figure as follows: information: 1. advisory assessment 2. industrial certification 3. report value 0 1 2 3 4 5 6 1 2 3 a v e r a g e o b se r v a ti o n r e su lt s the assessment phase of the psg program 4,11 4,78 3,55 novela nariska putri et al. / international journal of active learning 4 (2) (2019) 166 figure 3. figure of assessment/product stages in the implementation of dual system education (dse) program in the accounting expertise program at smk pgri 1 ponorogo. thus, according to table 3 and figure 3 which presents a portion of the implementation of a dual system education program (psg) in the field of accounting expertise at smk pgri 1 ponorogo namely the assessment of psg starting from the assessment of supervisors, industry certification, score reporting. the stages of assessment/product of a dual system education program (psg), namely the assessment of the supervisor fulfils the criteria of 4.11 (effective), industry certification obtains 4.78 (effective), while the score reporting reaches 3.55 (not yet effective). discussion this research proves that the implementation of the dse program in the accounting expertise program at smk pgri 1 ponorogo consisting of three stages, namely planning, implementation, and assessment, has not been effective. the results of the assessment/evaluation sheet are in the form of scores per indicator calculated on average for each indicator to determine the level of effectiveness of the implementation of the dse program. the effectiveness of dse program implementation can be seen from the results of the average score of each indicator based on the predetermined criteria. the implementation of the dse program is effective if it reaches a scale of 4. meanwhile, the average score in this research only reaches 3.75, so that this can be said to be not effective. the following is the explanation of the effectiveness of each component from planning, implementation, and assessment. the effectiveness of input/planning stages in the implementation of the dual system education (dse) program in the accounting expertise program of smk pgri 1 ponorogo based on the results of data analysis of the input/planning components for dse program, the selection of competencies obtains 4, determination of industry 4.78, preparation of program 4.78, debriefing of participants 4.78, and determination mentor 4.67. from these results and the overall average score that has reached scale 4, equal to 4.60, stages of assessment/product of the dse program can be said to be effective. the effectiveness of process/implementation stages in the implementation of dual system education (dse) program in the accounting expertise program at smk pgri 1 ponorogo. based on the results of data analysis, the components of the process/implementation stages start from the preparation of journals (3.78), monitoring (4), and portfolio documentation (2.78). from these results, it can be concluded that the preparation of the psg journal is in the ineffective category because it is less than scale 4. it proves that not every journal is filled with activities that have been carried out and the scores that should have been given by the industry. for dse monitoring, it can be said to be effective because it meets the criteria of scale 4. the portfolio documentation can be said to be ineffective because it is less than scale 4. this is evidenced by the portfolio documentation file obtained when the researcher went to school. it was found that the portfolio documentation arrangement did not comply with the applicable dse implementation guidelines issued by the ministry of education and culture in 2017. this corresponds with the opinion of sabatier and mazmanian (in nurharjadmo, 2008: 218), which considers that an implementation will be effective if the implementing bureaucracy adheres to what has been outlined by the regulations (implementation instructions and technical instructions). the effectiveness of components of assessment/product stages in the implementation of the dual system education (dse) program in the accounting expertise program at smk pgri 1 ponorogo the data analysis of the components of the assessment/product stages resulted in the mentor assessment of 4.11, industry certification of 4.78, novela nariska putri et al. / international journal of active learning 4 (2) (2019) 167 and score reporting of 3.55. both components of mentor assessment and industry certification can be said to be effective because they reach a scale of 4 while score reporting obtained 3.55 considered as quite effective because it is less than the scale of 4. score reporting is ineffective because it was compiled not according to the guidelines valid until now and published by the ministry of education and culture in 2017. conclusion based on the results of observations and the above theories, to evaluate the effectiveness of the implementation of the psg program from the planning, implementation, and assessment stages can be seen in the results of the student journal and portfolio documentation that has been compiled. reference bukit, m. (2014). strategi dan inovasi pendidikan kejuruan. bandung : alfabeta. crarke, l. & winch, c. 2007. vocational education international approaches, development and systems. new york: routledge. djojonegoro. w. (1999). pengembangan sumber daya manusia: melalui sekolah menengah kejuruan (smk). jakarta: pt. balai pustaka. fathoni, a., & pramono. (2014). pendidikan sistem ganda (psg) pada smk muhammadiyah 3 karanganyar spesialis otomotif. jurnal pendidikan ilmu sosial. 24 (1), 39-47. pavlova, m. 2009. technology and vocational education for sustainable development: empowering individuals for the future. germany: springer. nurharjadmo, w. (2008). evaluasi implementasi kebijakan pendidikan sistem ganda di sekolah kejuruan. spirit publik. 4 (2). 215 – 228. sidi, i. djati. 2001. menuju masyarakat belajar, menggagas paradigma baru pendidikan. paramadina: jakarta. surachim, a. (2013). dual education system (psg) effectiveness to improving smk graduates quality. international journal of science and research. 2 (6). 2319-7064. wiesner, s. (2013). the development of technicians as a key factor for a sustainable development of renewable energies using an adapted education method based on the successful german dual education (duale ausbildung). ises solar world congress. 57 (2014) 1034 – 1036. 1 5 (1) (2020) 1-10 international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal using guided inquiry learning with multiple representations to reduce misconceptions of chemistry teacher candidates on acid-base concept masrid pikoli university negeri gorontalo, indonesia info articles ____________________ history articles: submitted 28 november 2019 revised 11 january 2020 accepted 25 march 2020 ____________________ keywords: acid-base concept, guided inquiry, misconceptions, multiple representations _________________________ abstract ____________________________________________________________ the aim of this study was to reduce misconceptions chemistry teacher candidates using guided inquiry learning with multiple representations. the study was carried out with the participation of a total of 69 chemistry teacher candidates at the chemistry department, state university of gorontalo. data were collected using three-tier diagnostic test with a 24-item test to solicit students misconceptions on the concept of acids and bases. tests were given to another group of students at the same level and the coefficient of reliability (cronbach's alpha) was 0.71. validity of the tests have been evaluated by expert validator. the results showed that guided inquiry learning with multiple representations have succeeded to change students understanding into knowledge of correct concept..  address correspondence: email: pikoli.masrid51@gmail.com p-issn 2528-505x e-issn 2615-6377 masrid pikoli et al. / international journal of active learning 5 (1) (2020) 2 introduction chemistry is a subject based on concepts, many of which are abstract and are therefore hard to grasp and learn especially when the students are put in a position to believe without seeing (stojanovska et al. 2012). on the other hand, students are basically familiar with a number of relevant concepts as a result of their previous learning (roschelle, 1995). the potentially present preconceptions about the world itself can be reflected in the chemistry lessons and can sometimes grow into misconceptions. misconceptions require greater attention in chemistry learning (chittleborough and treagust, 2007; horton, 2007). misconceptions that tend to occur in chemistry can cause students are less successful in applying these concepts to new situations suitable and in turn students may fail to learn the concepts of chemistry. this is consistent with the statement of the researchers in the field of cognitive psychology suggests that the occurrence of misconceptions in the initial concept will become a barrier to the ability of the next academic process (unal, costumers, and ayas, 2010; metin, 2011). therefore, knowing the misconceptions possessed by students to be very important and pursued further learning model to prevent and reduce them. many studies in the field of chemical misconceptions and difficulties in learning and understanding chemical concepts have been reported (canpolat, 2006; demeroutietal. 2004; demirciogluetal., 2005; chiu, 2005; cliff, 2009; calyketal., 2005; kariper, 2011; costuetal. 2010; taber, 2011). several studies have found that misconceptions have occurred in some chemical concepts such as acid-base (yalcin, 2011; metin, 2011; bilgin, 2009), the equilibrium acid base (demerouti et al. 2004, metin et al. 2011), evaporation (costumers, ayas, and niaz 2010), the reaction rate (kaya and geban, 2012), colligative properties (pinarbasi et al. 2009) and chemical bonds (pikoli et al. 2004). alternative conceptions of the students will be reconstructed during the learning activities (nakiboglu, 2003). the results of the reconstruction process of the student studying chemistry among others, is the understanding of scientific concepts. however, if the learning outcomes of students in chemistry is still quite low, meaning the concepts of chemistry yet well understood and mastered by students. even today there is suspicion that says that the chemical subjects in school is a difficult subjects studied (sirhan, 2007; wood, 2006). one cause of these difficulties because the subject matter many chemical abstract (levy, mamlok, and hofstein, 2007; yalcin, 2011) and the students had misconceptions in distinguishing the concept macroscopic and microscopic (chandrasegaran et al. 2007; pikoli and sihaloho, 2007, pikoli et al. 2014, and pikoli et al. 2016). build understanding of chemical concepts can be done by using multiple representations, namely the representation of macroscopic, submicroscopic and symbolic (hilton and nichols, 2011; gilber, 2009; sirhan, 2007). but in general chemistry learning that occurs at this time is focused on two levels, namely the macroscopic and symbolic representation and neglect that could cause misconception submicroscopic (stojanovska et al. 2012). other researchers have also argued that the inability of students to make the correct relationship between the three levels of this representation is the cause of misconceptions (unal et al. 2010). in the practice of learning activities, the integration of multiple representations macroscopic, submicroscopic and symbolic handed over to the students themselves to understand it without the guidance and direction of the teacher. sirhan (2007) reported that students have difficulty connecting the three levels of representation macroscopic, submicroscopic and symbolic. the same thing also expressed by levy et al., (2010) and taber (2001) that the student does not have a deep conceptual understanding of chemistry concepts. the inability of students to represent chemical phenomena on the submicroscopic level could prevent the ability in solving chemistry problems associated with macroscopic and symbolic aspects (chandrasegaran et al. 2007; chittleborough and treagust 2007; talanquer, 2011). other research also revealed that most students have difficulty understanding abstract concepts chemistry at the level of particulate or submicroscopic (ya-wen and she, 2009; chittleborough and treagust, 2007; hilton and nichols, 2011). masrid pikoli et al. / international journal of active learning 5 (1) (2020) 3 the difficulties of students in representing the chemical phenomena are caused by not trainedstudents in learning with submicroscopic representation. this is not in accordance with the characteristics linking chemistry between the three levels of representation should be explicitly taught (treagust and chandrasegaran 2009; stojanovska et al. 2012). further devetak and glazar (2010) found that students who have not been trained with external representation will have difficulty in integrating submicro structure of a molecule. therefore, the learning of chemistry should be done by connecting the three levels of the chemical representations to improve the understanding of chemical concepts and prevent misconceptions that occur in students. one of the chemical topic requiring the ability of students connect the three levels of representation is acid-base chemistry. this topic is one of the basic concepts in chemistry because most chemical reactions is an acid-base reaction. but most students still have misconceptions about the acid-base (cetingul and geban, 2005). explanation of this concept carried through macroscopic representation as through practice can not show the actual changes that occur at the submicroscopic level. the introduction of this concept is generally represented macroscopically and symbolic. various studies have been conducted declare misconceptions students associated with acid-base among others cetingul and geban (2005) states that (1) any substance containing atoms h is an acid, a molecule containing oh is a base, (2) a strong acid has a ph higher than the weak acid, (3) a strong acid only react with a strong base and weak acid only react with a weak base, (4) reaction of acid and base is always a neutral solution. demircioglu et al. (2005) reported that students had misconceptions on acid-base concept, namely (1) a solution of strong acid does not dissociate in water, because of the bond intramolecular very strong, (2) if the ph value increases, acidity also increases, (3) if the increased number of hydrogen atoms in a formula acidic, the acidity is becoming stronger. devetak et al. (2004) also reported that the first year students have difficulty in to describe particulate scheme and changesubmicro representation to symbolic on acid-base equilibrium. from the results of these studies, allegedly misconceptions and difficulties experienced by students due to lack of development of active learning that engages students and connect with submicroscopic representation. the assumption is reinforced reality on the ground and literature review that the teacher in the learning activities are still limited to the macroscopic level and symbolic. devetak and glazar (2010) states that submicroscopic representation is a powerful tool to identify misconceptions about chemistry concepts and to produce appropriate mental models of chemical phenomena which are stored in long term memory of students. based on this, providing guidance for students is needed in learning activities. lessguidance or no guidance during the learning is usually less effective than enough guidance, there is also the possibility to give effect to such students acquire knowledge is incomplete, causing misconceptions (kirschner et al. 2006). therefore, activity of students by connecting the three levels of representation of the macroscopic, submicroscopic and symbolic would be maximized if delivered in the appropriate learning models such guided inquiry learning model oriented. method the design used in this study is one group pretest-posttest design. the sample consisted of 69 students (35 students of the class a and 34 students of the class b) who are chemistry teacher candidates at thechemistry department, state university of gorontalo. data collectionused threetier diagnostic test form with a 24-item test to solicit student misconceptions on the concept of acids and bases. tests given to another group of students at the same level and the coefficient of reliability (cronbach's alpha) was calculated to be 0.71 and the validity of the tests have been evaluated by expert validator. data of reduction misconceptions students analyzed by using the guidelines on three-tier diagnostic test imposed on the pretest and posttest. based on the analysis of three-tier diagnostic test, misconceptions students divided into three category i.e misconceptions 1 (mk1), misconceptions 2 (mk2), and misconceptions 3 (mk3). turker (2005) states that students mk1 and masrid pikoli et al. / international journal of active learning 5 (1) (2020) 4 mk2 are students who have an incomplete understanding of the concept, while the mk3 students are student who really experienced misconceptions. arslan et al. (2013) stated mk1 as negative misconceptions and mk2 as a positive misconceptions. three-tier diagnostic test that is given at the posttest to determine the shift in the conception of students from mk1, mk2, mk3, and lack of knowledge (ttk) into knowledge of correct concept (tk). reducing misconceptions students to know the decrease percentage of mk1, mk2, and mk3. the percentage of students who know the concept also give illustrating an improved understanding of the concept which is indicated by a score of n-gain. data analysis was obtained from the students' answers of three-tier test. result and discussion guided inquiry learning with multiple representations is expected to reduce the misconceptions students or shift misconceptions (mk1, mk2, mk3) into tk. reduction of misconceptions can be viewed from the shift of misconceptions, both individually and group of students (class). reduction of individual students misconceptions the comparison data of percentage of students conceptions before and after learning on acid-base concept by using guided inquiry with multiple representation is presented in figure 1. figure 1. percentage of students conception before and after using guided inquiry learning with multiple representations in class a and class b based on figure 1 shows that the student has left many miscoceptions about the concept of acidbase in class a and class b. overall, the percentage of students with tk on the concept of acid-base has reached 92% in class a and 89% in class b. the percentage of students who have misconceptions (mk3) dropped dramatically, as well as students with ttk. these facts indicate that the implemented learning can change student conception, which is from mk and ttk into tk. n-gain result of increasing students conception shown in figure 2. figure 2. n-gain scoreand percentage of pretest and posttest results of students class a and b. 17 13 34 27 9 6 4 1 0 89 mk1 mk2 mk3 ttk tk p e rc e n ta g e students conception class b posttest 22 15 25 26 11 3 4 1 0 92 mk1 mk2 mk3 ttk tk p e rc e n ta g e students conception class a pretest masrid pikoli et al. / international journal of active learning 5 (1) (2020) 5 based on figure 2 there are increasingstudents conceptionbefore and after using guided inquiry learning with multiple representations. overall n-gain scorethat obtained is above 0.7, which means the category is "high." this indicates that guided inquiry learning with multiple representations capable to change student misconceptions (mk1, mk2, mk3) and ttk intotk. there are also students with mk3 type shift into mk2 or mk1 type. however there are students still remain on their misconception type. for further analysis, percentage of shifting students conception was calculated and the results are shown in diagram pastle as can be seen in figure 3 and 4. figure 3. conception shift of class a students in understanding acid-base concept figure 4. conception shift of class b students in understanding acid-base concept based on the result in figure 3 and 4, there are several analysis that can be concluded as the following: 1) shift of students conception from mk1 toward tk are in very high category in both implemented class although there are students still with the same conceptionas before i.e remain in mk1 type (3% to 5% of class a and class b). 2) shift of students conception from mk2 towards tk are in high category in both implemented class, but there are still 8% of the students of class a and 7% of the students class b still remained with mk2. 3) shift of students conception from mk3 towards tk are in high category in both implemented class, but there are still 3% students of class a and 2% of the students class b still remained with mk3. in addition shift of students conception from mk3 to mk1 and mk2 is also occurred. it is revealed that students with mk3 conception are more more difficult to change their misconceptions. 4) student with mk1 have highest percentage of changing their conception into tk compared than students with mk2 and mk3. while student with mk1 have lowest percentage. these fact indicates that to change misconceptions (mk3) into tk is more difficult than the mk2 and mk1. 5) based on the descriptive analysis in figure 3 and 4, it can be said that (i) guided inquiry learningwith multiple masrid pikoli et al. / international journal of active learning 5 (1) (2020) 6 representations that addressed to reduce misconceptions chemistry teacher candidates have succeeded to change student concept intotk, (ii) but overall, guided inquiry learning with multiple representations can not be able to reduce misconceptions chemistry teacher candidates. reduction of group of students (class) misconception after using guided inquiry learning with multiple representations the analysis of misconceptions for a group of students (a class) proceeds in the same manner as described before for a student (individually). comparison of this changes in both class presented in table 1. table 1. comparison of misconceptions reduction for a group of students. students conception misconception number of students class a misconception number of students class b before after before after mk1 110 16 78 27 mk2 75 18 62 20 mk3 142 3 164 5 based on the data in table 1 there are reduction of student misconceptions (mk1, mk2, mk3) on the concept of acid-base solution in the class a and class b. another point that can be interpreted from these data is the students who initially with mk3 shifted to mk1 and mk2 , therefore the number of students with mk1 and mk2 are still found in greater amounts than the mk3 as shown in figures 3 and 4. based on descriptive analysis, we can concluded that there has been misconception reductionof group of students on the concept of acid-base solution either in class a and class b. conceptual change is part of a learning mechanism that requires learners to change the conception of a phenomenon through restructuring or integrating new information into existing schemata. more specifically chi (2008) suggests that conceptual change is changing the meaning of a concept that has been held toward more scientific conceptions. furthermore hewson (1992) argues that conceptual change is replacing misconceptions with conception scientists more scientific. based on these opinions, the conceptual changes are discussed in this section include a shift in the conception of student status mk1, mk2, mk3, and ttk towards tk, and the reduction of misconceptions (mk1, mk2, mk3) after the application of learning with guided inquiry with multiple representations described as follows. using guided inquiry learning with multiple representations have succeeded to shift conceptions of students with ttk, mk1, mk2, and mk3 towards tk. furthermore, there are no students with tk change their conception to other types of conception. in addition there are some students are still remain in misconceptions or shifted to other types of misconceptions. based on figure 3 and 4 shows clearly that the number of students who have misconceptions (mk1, mk2, and mk3) and ttk have been reduced drastically and transformed into a tk after administiring with guided inquiry learning with multiple representations. these result are supported by both n-gain scores (that are in the high category) and the mapping analysis of students conception before and after learning. the results of mapping student conception facilitate researchers in analyzing the type of mk1, mk2, mk3, and ttk on each student. figure 3 and 4 also illustrated that all students have a conception (mk1, mk2, mk3, and ttk). after administered with guided inquiry learning with multiple representations, the numbers of students with mk1, mk2, mk3 and ttk have been reduced drastically. nonetheless, there are studentwho had mk1, mk2, and mk3 type with a small percentage. this results appropriate with the opinion of hilton and nichols (2011) and suparno (2005) which states that to change misconceptions is something difficult. ibrahim (2012) also argued masrid pikoli et al. / international journal of active learning 5 (1) (2020) 7 that even if the true concept has been introduced to the students, there is still a chance of returning to misconceptions. furthermore, based on piaget's theories that waswritten by suparno (2000), students who do not know the specific concept but have other schemes that can be developed with the assimilation process, will be easier to understand the concept. it is also found in this present study that the students with ttk more easily shift their conception into tk. the success of the learning objectives using inquiry learning guided by multiple representation in shifting conceptions (mk1, mk2, mk3, and ttk) students rely on properimplementationof its syntax. which is gives opportunity to students to actively process their information through inquiry guided to interconnect multiple representations. devetak et al. (2009) found that students who had trained with submicroscopic chemical representation will be easier to interpret submicro structure of a molecule, so that the understanding of the phenomenon of chemical reactions will increase. although guided inquiry learning with multiple representations can shift the conception of students from mk / ttk towards the tk, but there are still students who have difficulty in interconnect and transform representation from submicroscopic to macroscopic. the difficulties of these students can be avoided, because the students are still in the stage of practice using a variety of representations especially submicroscopic representations being studied (sanger, 2005). one example of students conceptual change from mk to tk that occurred in this studyis described below. at the initial stage, the students wrote their conception. one of the concepts that interpreted misconception is classifyingnh3as an acid according to the theory of acid-base arrhenius due to (1) nh3 contain hydrogen (h) atoms, (2) capable to donate protons, (3) able to accept an electron pair, (4) capable to receive proton and (5) able to donate an electron pair. furthermore there are students that classify c2h5oh as base according to arrhenius acid-base theory for the same reasons as above. in addition there are also students who give other reason such as c2h5oh have oh group. at this stage, students weremotivated to learn further concept by featuring demonstrations that led to constructing of cognitive conflict. students focus on the demonstration by observing a erlemeyer flask that was filled with nh3 solution. the solution was dripped with phenolptalein indicators, thenstudents write down their observations. after conflict arises in their minds, students have asked to think about and give a further explanation of the concept according to the arrhenius acid and why there are difference between their conception with the observations. once students are motivated, individually, students were gave the opportunity to resume their conception through work sheets. in the exploration phase, students discuss acid-base concepts by interconnect betweenmacroscopic, submicroscopic and symbolic representation used text books, websites, and direct observation. concepts which gained from text books, were discussed and confirmed by direct observation and submicroscopic image/animation. students at this stage attempt to align their conception if there are in appropriate between early conceptand their new concept. based on their experiecing at exploration stage used text books, students write that according to the arrhenius concept acid is a substance that when dissolved in water will produce h+ ions, while bases are substances that when dissolved in water will produce ohions. this concept is reinforced by the results of the study the students through the website that shows pictures of a substance containing the chemical formula of h atoms but the substance is not acidic substances as well as chemical formula containing oh but not base. this is also demonstrated through direct observation that nh3 that dissolved in water can not change the color of litmus blue, but it can change the color of red litmus to blue which is a marker of base. similarly, c2h5oh solution can not change the color of red litmus, but it can change the color of litmus blue to red which is a sign that the solution is acidic. in the conceptualization phase, students presented their new concept through class discussion. at this stage the lecturer directs students to be active to explain their concept and guiding students to reconstruction their misconception and make conceptualization. based on cognitive activity of students that was recorded in learning software, the results of conceptualization are according to arrhenius, acid masrid pikoli et al. / international journal of active learning 5 (1) (2020) 8 is a substance that when dissolved in water will produce h+ ions, while bases are substances that when dissolved in water will generate ohions. in addition not all substances that contain h atoms can act as acidic and not all chemical defined substances with oh groupis base. during the application phase, the students were given questions to apply the concept to interconnect multiple chemical representation based on concepts acquired through the conceptualization stage. reduction misconceptions using guided inquiry learning with multiple representations success to reduce misconceptions chemistry teachers candidates from mk1, mk2, and mk3 towards tk. reduction of these misconceptions can be analyzed individually and classically. individually all students in the class a and class b has experienced a reduction of misconceptions both mk1, mk2, and mk3 and change to tk. furthermore, there are no students with tk changed their conception to other types. it also was found that there are students remain in their misconceptions or shifted to other types of misconceptions. classically guided inquiry learning with multiple representations can reduce students misconceptions both mk1, mk2, and mk3. also there are students remain with misconceptions. this is reasonable because the learning was carried out with the same period of time for all students. based on the theory of constructivism that students construct their knowledge, scheme, categories, concepts, and structure of knowledge have a different speed (suparno, 2005). refer to figure 1 group of students with mk1 and mk2 easier to change their conception to tk than students with mk3. this results are consistent with other studies i.e turker (2005) and arslan et al. (2013) which proposed that the most resistant misconceptions is mk3, therefore it is very difficult to change students concept with mk3 type. resistance of mk3 type can be seen in their shift pattern. there are students with mk3 shift their conception to tk and there are also to mk1 and mk2. so the numbers of students with mk1 and mk2 still higher than with mk3. nevertheless, mk3 can be reduced with guided inquiry learning with multiple representations. based on result as shown in table 1 there are concepts conceived by students had been reduced and transformed into tk. this is indicator for the success of guided inquiry learning with multiple representations to reducing students misconceptions on the concept of acid and base solutions both individually and classically (group of students). therefore it can be concluded that the use of guided inquiry learning with multiple representations has managed to reduce misconceptions students on acid and base concepts. conclusions guided inquiry learning with multiple representations effective to change conceptions of students from mk1, mk2, mk3, and ttk to tk, which is indicated by increasing the percentage of chemistry teacher candidates withtk and high category of n-gain score. guided inquiry learning with multiple representations effective to reduce students misconceptions both individually or in group of students (class), that indicated by the reduction of students misconceptions at high category. references arslan, h., cigdemoglu, c., & moseley, c. 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(2009). enhancing eight grade students' scientific conceptual change and scientific reasoning through a web-based learning program. educational technology & society, 12(4), 228–240. 71 5 (2) (2020) 71-85 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal making stem equitable: an active learning approach to closing the achievement gap christian burke, richard luu, andy lai, valerie hsiao, elwin cheung, dustin tamashiro, jared ashcroft pasadena city college, united states article info ____________________ history articles: submitted 5 april 2020 revised 11 september 2020 accepted 24 october 2020 ______________________ keywords: stem; equity; flipped classroom; project-based learning _________________________ abstract ___________________________________________________________________ active learning is a pedagogical approach which engages students in the learning process, aiming to optimize comprehension of educational material. meta-analysis of current research shows maximum impact when applied to stem education, especially for underrepresented minority (urm) students and students with a low gpa. this study focuses on student success, progression, completion and stem interest within the general chemistry course sequence at blinded city college, which has a 51% hispanic student population. data from classes implementing active learning pedagogy consistently had higher success and progression rates, as well as increased progression success from general chemistry 1 to general chemistry 2, with a greater positive impact and completion success among hispanic students compared to students from asian populations, whose progression success was negatively impacted through use of active learning pedagogy in comparison to traditional lecture-based coursework. comparison of scores for the american chemical society general chemistry exams, from this community college and at a national level, indicates active learning students perform equally well on chemistry standardized tests. in total, active learning classes were most beneficial to hispanic students, and should be designed according to course level, be scaffolded to future coursework to maximize impact through development of stem active learning pathways in which students are immersed in active learning classrooms continuously through undergraduate stem academic coursework. correspondence address: e-mail: jmshcr@pasadena.edu p-issn 2528-505x e-issn 2615-6377 christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 72 introduction science, technology, engineering and mathematics (stem) education in the united states has transitioned through various iterations of pedagogical themes, with the aim of increasing effectiveness of stem teaching. though these ever-evolving programs have kept stem education in constant flux, each successive development has focused on quantifying teaching effectiveness with implementation of modern pedagogy to increase student learning (lamb 2015). the most prominent of these pedagogical shifts has been towards utilization of student-centered active learning strategies as opposed to traditional, teacher-centered instructional approaches. this shift is at the forefront of optimizing instruction to maximize student success (schmidt 2011; kerrigan 2017). active learning became a central topic of educational research during the 1960’s and has been one of the few educational curriculum innovations to survive that period (schmidt 2009). initial resistance from educators using the more conventional lecture-based instruction inhibited widespread implementation. over time however, active learning has gained traction and evolved into an educational community of practice (tight 2019). more recent research has moved towards diversified study of variables, to determine not only the success of active learning, but which strategies ought to be utilized for maximum impact within the educational community. such strategies involve increasing instructor awareness and classroom adoption of researchbased learning styles (vanderlinde 2010), building rooms that optimize active learning inclass experiences (foote 2014) and dissemination of best practices for implementation (eddy 2017). it is commonly accepted that reform in education should come primarily from evidence provided by research. however, despite offering many of the solutions to a somewhat stagnant educational system, the gap between research and practice remains a major issue (furman 2019; gibbons 2018; broekkamp 2007). most instructors are resistant to change, preferring traditional methods overactive learning, which has proven to be an effective teaching strategy (terhart 2013). as active learning has gained attention and growing popularity, much of the debate has centered around its value within stem education. one question has become whether active learning improves success and retention in the classroom at the expense of academic rigor (omelicheva 2008). it is true that “active learning” is a blanket term, and may be implemented in distinct ways, thus including room for course and instructor specific implementation. this has the advantage of being a dynamic type of learning where students intensely interact with each other, with education materials, and with teachers (demerci 2017). due to the nebulous nature and definition of active learning, the variety of techniques examined thus enables the wider community to determine which, among the many practices, has proven most successful for educators’ distinct disciplines and courses. among this number is found problem-based learning (marra 2014), and flipped classroom practices (o'flaherty 2015), in which failure rates for stem classes decreased by 55% and are accompanied by higher letter grades (freeman 2014). implementation of an active learning approach in engineering and introductory statistics courses made use of portfolios so that students might easily keep track of their work over the semester. this minimal alteration led to in-class improvement and a more positive view of engineering (adair 2018). feedback from students in an animal physiology class at the university of pittsburgh showed active learning increased enjoyment and engagement, leading to higher exam scores as compared to those from a lecture-based version of the same course (minhas 2012). furthermore, a study consisting of 222 third year medical students at rheinischwestfälische technische hochschule university tested four subgroups of learning: e-learning, lecture, seminar groups, and self-instructed. the study concluded self-instruction and elearning outperformed lecture based and seminar-based classrooms (peine 2016). active learning promotes actively engaged classrooms, where students become critical thinkers, and christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 73 apply what they learn to real world scenarios, performing activities which are engaging both intellectually and somatically (owens 2017). it has been a powerful pedagogy in closing the achievement gap between underrepresented minority (urm) students and non-urm students (ballen 2018). student demographics at universities are becoming more ethnically diversity with larger numbers coming from low socioeconomic groups (university of california 2019). unfortunately, growing diversity at a university level does not reflect a trend of the same magnitude within the stem pathways. a study tracking freshman minority stem students found that by their senior college year 50% had changed their major (herrera 2011). hence, a joint working group was convened by the national institute of general medical sciences and howard hughes medical institute to recommend solutions to increase success and retention in urm students in stem (estrada 2016). five strategies were proposed. one, “unleash the power of the curriculum” encourages course-based undergraduate research experiences (cures) and infusion of inquirybased learning pedagogy into stem course material. these teaching strategies have been successfully embedded into undergraduate stem curriculum (linn 2015). in a studiobased general chemistry course, students from underrepresented backgrounds had a 0.58 grade increase in chemistry gpa compared to those in traditional lecture/lab combination (greco 2018). utilization of cures have made access to the scientific community more inclusive and broadens the range of students participating in research, opening the door for students who need it the most (bangera 2017). an active learning approach allows all students, urm included to engage with instructors, which promotes a sense of belonging in the classroom and decreases alienation a student might feel, an issue especially prevalent with women of color (moller 2019). active learning is a valuable option in teaching but must be utilized to enhance the student learning experience. when using activelearning techniques in introductory biology course researchers found no association between active-learning exercises and amount students learned (andrews 2011). instead, they discovered a positive correlation between student learning and explanation of common misconceptions; they suggested use of active learning to change misconceptions specific within the class. in this case, active learning was shown to be especially useful for full comprehension of course material. this example is an indication that active learning must be employed only where it is just as or more successful than traditional lecture. it must also overcome inherent obstacles to implementation, such as cost, while working to dispel the feeling of anxiety experienced by students not familiar with active learning approaches. (hyun 2017). while significant however, these roadblocks pale in comparison to resistance by instructors, who are far more comfortable with the status quo of lecture-based instruction, than are actively engaged in an evolving educational system. rather than a complete overhaul of lecture-based instruction, infusion of active learning within a stem course allows for both traditional and active learning-based teaching styles to retain their strengths and advantages (minhas 2012). effectiveness in adopting active learning pedagogy such as scale-up (a widely disseminated program meant to increase construction of active learning classrooms, buildings, and adoption of teaching practices) is most dependent on developing a coordinated approach within a stem academic program as opposed to an individual class. the goal of widespread implementation can be accomplished via infusion of active learning within a more traditional stem course setting. in this manner, increased faculty participation in active learning may be utilized to enhance a stem course as opposed to full implementation, leading to an increase in stem classes within an academic pathway in which students benefit from components of active learning pedagogy thus, working to steadily shift educational practices towards active learning. this study will discuss best practices as part of the larger active learning methodology implemented in a sequence of general chemistry courses at a majority hispanic community college, using comparative analysis of urm and christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 74 non-urm student retention, success, progression and completion rates in active learning and lecture-based courses, alongside results from standardized exam scores. methods the data for this project was taken in aggregate form over a five-year span encompassing fall 2015 through spring 2019 semesters, from the majors track general chemistry course sequence, introductory chemistry (chemistry 22), general chemistry i (chemistry 1a) and general chemistry ii (chemistry 1b) at blinded city college. students taking chemistry 22 (n=1,318) numbered 199 enrolled in active learning classes (an inquiry-based classroom), and 1,119 enrolled in classes taught with traditional lecture-based pedagogy. for chemistry 1a, out of 936 students, 209 were taught via active learning strategies (a flipped classroom) and 727 with traditional lecture, while data collected from chemistry 1b consisted of 1,006 students from lecture-based courses and 359 from active learning classes, for a total of 1,365 students (table 1). for this study, asian and white students were examined alongside hispanic students for success, progression (if a student enrolls in the following general chemistry course), and progression success (whether students successfully complete the next class) and completion (transfer or degree awarded) rates. the exclusion of african american students is due to the low number enrolled (nine total enrolled in the active learning classroom) in the chemistry courses. students that selected other were also excluded due to not knowing ethnicity. all students were chosen based on enrollment in the general chemistry classes. every pertinent general chemistry course represented here was studied to remove the potential for bias in course and teacher selection. this data therefore represents the chemistry department as a whole and provides a clear window into best practices for a college level general chemistry course sequence. table 1: number of students in chemistry courses taking active learning verse traditional teaching active learning classroom traditional lecture overall ethnicity asian/white hispanic 440 265 1,583 1,013 2,023 1,278 chemistry course 22 1a 1b 199 209 359 1,119 727 1,006 1,318 936 1,365 experimental design the active learning classrooms were not advertised or marked as such in the online class schedule. therefore, student selection was unbiased from the research side, leaving only room for bias in student selection of which instructor to take. all students were informed via the syllabus and in person on the first day of class that the teaching approach used would be a variation of active learning. success, progression and completion data was compiled from blinded city college office of instructional effectiveness and the national student clearinghouse. all data was anonymous, leaving the researcher with only course numbers, term of class and student attempt number, gender, ethnicity, major and education level. no names or other personally identifiable information were collected. all data was stored in a password protected computer with access granted only to members of the research team and student assistants. table 2 shows the course sequence and active learning approach used for each chemistry course. christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 75 table 2: active learning components in sequence of chemistry courses at community college course description sample project active learning techniques chemistry 22 introductory chemistry inquiry based experimentation inquiry based learning chemistry 1a general chemistry i determine the chemical composition of seawater samples and write a formal report flipped class chemistry 1b general chemistry ii water remediation of a heterogeneous mixture and create a poster presentation. project based learning with traditional lecture chemistry 22: inquiry based inquiry-based learning introduces new course material by means of a question which students must answer/solve on their own. instead of beginning class with explanation of a procedure or lecture on the lab topic, the instructor first asks questions of the class regarding lab and allows students time to both think about and eventually understand how the question is relevant to the lab. this can be especially useful to the developing scientific mind. when learning about empirical formula analysis for example, the lecturer can utilize inquiry-based learning by asking how one might go about identifying an unknown compound. the parameter is set whereas a lab worker performing a chemical reaction in which both reactant and product masses were obtained and compared, but students are not given the actual reaction details needed for the lab to commence, allowing them to research possible reactions which lead to the desired result and self-learn stoichiometric conversions which lead to a molar ratio of elements. the empirical formula concept is not introduced until after this inquirybased activity, increasing student expectations for developing chemical analysis and calculation protocols. integral to an inquiry-based approach is initial thinking and planning by the student which leads to increased chemical understanding prior to being shown the mathematical manipulations used in identifying formulas. the focus of learning is on conceptual chemistry as opposed to solving a chemistry problem. the inquiry-based labs were designed to be scaffolded to prepare students for the subsequent general chemistry i course (chemistry 1a). a percent composition experiment in chemistry 22 could be used in solving salinity of seawater for the chemistry 1a lab project and the titration of acetic acid in vinegar principles can be modified to determine percent chloride composition in the seawater project. in this manner, chemistry 22 inquiry labs were used to prepare students for a more advanced active learning experience in the next chemistry course. in addition, inquiry labs were designed to introduce students to graphical and statistical analysis, such as preparing a standard curve, as well as tabulating mean and standard deviation. being that this course is the very first in the general chemistry sequence, data was gathered on the success, progression and progression success for students who completed chemistry 22 after the first attempt, as well as students who initially failed and retook the course (table 3). comparing the active learning data to that from traditional lecture, hispanic students enrolled in the former had a higher success rate, by 25.9 percentage points (76.4% verse 50.4%). the achievement gap between urm and non-urm students was closed significantly in the active learning courses, 13.3% as compared to 26.6%. hispanic students in active learning classes progressed through to the next class at a higher rate than was seen in traditional lecture, the gap between the two groups at 9.8 percentage points. it is important christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 76 to note that progression success for all students in chemistry 1a sits approximately 10 percentage points lower in the active learning classes, but when students retake chemistry 22 for a second time, success rate is 24.5 percentage points higher for chemistry 22, the students progress to chemistry 1a 20.1 percentage points more from the active learning course and succeed in chemistry 1a at 26.7 percentage points higher than traditional-based students. table 3: success, progression and progression success (chemistry 1a) for inquiry-based and traditional chemistry 22 course number of students success progression progression success active learning 172 27 87 89 1st attempt 2-3 attempts asian/white hispanic 85.5% 77.8% 89.7% 76.4% 50.0% 55.6% 54.0% 48.3% 62.8% 60.0% 70.2% 53.5% traditional 967 152 546 473 1st attempt 2-3 attempts asian/white hispanic 67.5% 53.3% 77.1% 50.5% 47.6% 37.5% 52.4% 38.5% 75.2% 33.3% 75.9% 59.3% chemistry 1a: flipped class the flipped classroom involves the student gaining prior knowledge of classroom material by reading textbook or watching on-line chemistry videos. this allows the professor to clarify topics in class as opposed to lecturing on easier chemistry topics, such as significant figures, electron configuration or basic lewis structures, which have been previously taught in the introductory chemistry course. each flipped class began with a quiz which assesses student knowledge of assigned readings, and possible problem areas in student understanding which are then addressed by the instructor. flipped classes encourage student independence and engagement by requiring personal review of the course material which encourages students to become better at learning the material and deters them from relying solely on teacher-centered lectures. the effectiveness of a flipped class has been improved by modern innovations and the internet: as more quality resources become available online, such as educational videos and open education resources (oer), the student has more opportunity to excel. ultimately, this method emphasizes the ability of each student to learn at a unique pace while the instructor fills the role of an expert, available to help navigate the challenges and obstacles inherent in the more complex chemistry problems (hacisalihoglu 2018). this flipped classroom approach was instituted in chemistry 1a seeing as students previously enrolled in the preparatory chemistry 22 course should already have a basic understanding of principles needed. the flipped class pedagogy allows them to reinforce chemistry principles from said previous course through active on-line lectures and textbook reading assignments, freeing up time in class to focus on more advanced, challenging chemistry topics and problems through class activities and student presentations. in class activities were used to increase student enjoyment and understanding of chemistry topics. laboratory consisted of inquiry-based experimentation and a semester long project analyzing salinity, chlorides and phosphates from southern california tidepools seawater, bringing real world applications to the chemistry classroom. students formed a hypothesis on how biological or geological aspects of the tidepool affect the chemical makeup of the seawater by drawing from current scientific literature. a scientific report was turned in at the end of the semester, with rough drafts due on weeks 6, 9 and 12. a day was set aside before the submission deadline for christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 77 instructor feedback and peer review to better simulate the process of scientific writing as opposed to turning in a graded first draft with little to no chance for revisions. data was collected on the success, progression and progression success (percent of students that successfully completed chemistry 1b). analysis was performed on asian/white students and hispanic students (table 4). compared to a traditional class, asian/white students succeeded by 16.9 percentage points higher in the flipped classroom. however, there was drop in this group’s student success in the subsequent chemistry 1b course (84.1% for traditional, and 75.3% for active learning students). hispanic students succeeded by 34.4 percentage points more in the flipped class versus the traditional chemistry 1a course (89.1% versus 54.7%). out of thirty-six students who enrolled in chemistry 1b, 28 successfully completed, 77.8% compared to only 67.1% from the traditional lecture course. also, only 33.2% of hispanic students from the traditional lecture course enrolled in chemistry 1b, compared to 56.3% of hispanic students enrolled in the flipped class. table 4: success, progression and progression success (chemistry 1b) for flipped classroom and traditional chemistry 1a course number of students ethnicity success progression progression success active learning 130 64 asian/white hispanic 96.2% 89.1% 59.2% 56.3% 75.3% 77.8% traditional 420 247 asian/white hispanic 79.3% 54.7% 56.9% 33.2% 84.1% 67.1% a comparison of american chemical society (acs) standardized exam scores between students enrolled in the active learning class, and students nationwide was used to determine if flipped class students performed differently (table 5). the mean (flipped class 39.6 verse 38.6 traditional) and median (flipped class 39.0 verse 38.1 traditional) were tabulated and statistical analysis using a two-tail t-test showed 95% confidence that students who were taught with flipped classroom pedagogy achieved the same mean acs exam score when compared to the national mean acs exam scores for general chemistry i. table 5: chemistry 1a american chemical society exam scores and norms number of students mean standard deviation median active learning acs norms 127 8969 39.6 38.6 12.0 12.5 39.0 38.1 chem 1b: project based learning the active learning component for chemistry 1b allowed students to simulate solving real life chemistry problems. students were introduced to erin brockovich, a legal clerk turned consumer advocate who successfully litigated a case against pacific gas and electric for alleged hexavalent chromium (chromium vi) presence in the drinking water of residents in hinkley, california. hexavalent chromium is a known carcinogen and the potable water in hinkley had a peak of 20 partsper-billion, allegedly leading to the increased cancer rates in hinkley residents. this real-life example of heavy metal contamination lead to the introduction for the metal ion remediation project. students in groups of three or four were given a heterogeneous solution containing sand, sodium chloride, iron (iii) and copper (ii) ions. they were then tasked with separating each mixture component by the end of the semester christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 78 (hexavalent chromium was not used due to its carcinogenic behavior). eight of fifteen laboratory sessions (each 4.5 hours long) were dedicated to the project (additional experiments utilized inquiry-based learning on kinetics, thermodynamics, electrochemistry, equilibrium and coordination compounds). assessment of project success focused on experimental design and analysis of results via a poster presentation at semester’s end. students were not graded on successful separation of mixture, but on forming a conclusion based on data collected from the experiment and developing future experimental procedures they would have used to optimize remediation. the aim is to enhance student critical thinking skills, curiosity, resilience and collaborative skills as opposed to a focus on rote memorization/knowledge, which is at the low end of importance when considering occupational needs (davis 2019). mastery of the former attributes prepare students for future professional success, thus the focus for chemistry 1b project-based learning project. two success measures were utilized for chemistry 1b, success rates of asian/white students compared with hispanic students (table 6) and the acs chemistry 1b standardized exam (table 7). overall success rates were 89.2% for the project-based learning classroom, with no observable achievement gap between asian/white students and hispanic students. this is compared to an achievement gap of 25.2% for the traditional chemistry 1b class, in which asian/white students succeeded at a rate of 75.2% compared with a 50.0% success rate for hispanic students. there was a 49.3% difference in success rates when comparing hispanic students in the projectbased learning class to traditional lecture. to ensure that rigor was maintained in the problembased learning class, the second semester general chemistry acs exam scores were compared with acs national norms. after using a two-tailed t-test it was concluded with 95% confidence that students from problem-based learning course achieved equivalent scores to national norms. table 6: success rates for chemistry 1b project based learning and traditional labs chem 1b number of students success active learning 223 112 asian/white hispanic 89.2% 89.3% traditional 617 293 asian/white hispanic 72.9% 50.5% christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 79 table 7: chemistry 1b american chemical society exam scores and norms. number of students mean standard deviation median active learning acs norms 211 >1000 38.3 37.9 11.4 10.9 38.0 37.3 the general chemistry course sequence was chosen for study because 80.8% of students that finish chemistry 1b achieve a desirable outcome (transfer or degree awarded) from blinded city college science pathways compared with 36.2% of students in total (student-right-to-know rates). for this study, completion rates for active learning versus traditional classroom were compared. as seen in table 8, students taking the project-based learning course at blinded city college transfer or receive a degree 59.6% versus 54.9% in a traditional chemistry 1b course. hispanic students earn a completion 51.7% as compared to 40.6% from the traditional classroom. however, students who complete chemistry 1b, by means of traditional lecture see a 13.1% positive percentage point increase in completion success among all students and a 39.9% percentage point increase among hispanic students. though active learning shows positive impact for increasing success of hispanic students taking the course, more needs to be done to ensure that success translates to completion success. addition of active learning components to additional disciplines, such as physics and math (both of which are lacking in professorial utilization of active learning) and increased student mentoring for students taking chemistry 1b are options towards this goal which may better support students beyond completion of the active learning components in the general chemistry sequence alone. table 8: completion percentages if students completed based on chemistry 1b active learning traditional taken 1b all students taken 1b hispanic students 59.6% (106/178) 51.7% (30/58) 54.9% (617/1123) 40.6% (127/313) completed 1b all students completed 1b hispanic students 70.2% (106/151) 58.8% (30/51) 83.3% (617/741) 92.7% (127/137) discussion the data here presented is not only an analysis of individual chemistry courses, but also an opportunity to study effectiveness of teaching strategies used over the course of a general chemistry sequence. it is possible therefore to determine which, among the strategies employed, may be the point along the pathway that requires a change in teaching practices, whether in the active learning or traditional lecture course. the point must be made that students in this study are from a community college. there are no limitations on acceptance, therefore anyone can enroll in courses as opposed to fouryear universities with enrollment dependent on acceptance. thus, it can be surmised that students enrolled in chemistry courses at community college will on average be less prepared for the academic rigor needed for chemistry coursework. this is not to say that community college students have fewer aspirations than their university counterparts. the greater difficulty within a community college is lack of student preparedness. thus, most students begin their stem pursuit enrolling in the introductory chemistry course, though it is not required. regarding introductory chemistry, students succeeded at a greater rate in the inquiry-based course. by contrast, when analyzing progression success in the subsequent chemistry 1a course, the data indicates students from active learning classes were not as prepared as students taught with traditional lecture, as shown by their lower than desirable progression success. however, more students from the inquiry-based, introductory chemistry class christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 80 enrolled in chemistry 1a (a 10-percentage point difference), suggesting that the inquiry-based course promoted a greater sense of belonging in stem, which led to their continuation. also of significance, students who initially failed, retook the course as a second or third attempt, drastically improved their success rates (77.8% versus 53.3%) and of these students who continued on to chemistry 1a had a nearly 30 percentage point higher success rate in the next class (60.0% versus 33.9%) then second/third time traditional chemistry 22 students. though the sample number is small (only 15 students) this is an indicator that inquiry-based learning is most effective for those students with prior knowledge of the material. therefore, an introductory chemistry course which promotes engagement through infusion of active learning and effectively prepares students for the general chemistry sequence by way of a more traditional, teacher-centric focus on problem solving techniques, is a beneficial, powerful compromise, which could lead to both increased student engagement and success. the flipped chemistry 1a classroom successfully implemented active learning strategies to the benefit of all students, with hispanic students achieving greater in-class success (a 34.4 percentage point improvement compared to the traditional classroom) and saw an increase in progression success by 10.7 percentage points compared to the same. however, this success appears to have come at the expense of asian and white students who succeeded in chemistry 1a at a higher rate (96.2% versus 79.3%) for the flipped classroom, but saw success drop by 8.8 percentage points in chemistry 1b when compared to students from the traditional classroom. in fact, the asian and white students had a 2.5 percentage point lower progression success rate than hispanic students coming from the flipped class. the utilization of flipped classroom clearly promoted success among hispanic students, but negatively impacted asian and white students, a trend which may be attributed to a preferred teachercentered approach to learning which is influenced by current and past learning experiences within their cultures (loh 2017). a flipped classroom requires students to self-engage for optimal success. students are not always told exactly what to do. worldwide, stem education is faced with the impact of modern globalization and the need to be culturally sensitive to diverse learning styles (yamada 2015). in order to assist students more accustomed to traditional instruction, on-line videos prepared by the instructor utilizing traditional lecture will better prepare lectureoriented students as opposed to giving students a more open-ended assignment of textbook reading or on-line video examples, which were assigned for these flipped classrooms. in this manner, students who succeed through the more organized lecture style will have a greater chance of success within the classroom by watching the lecture videos prepared by their instructor. chemistry 1b focused on active learning utilized during lab. once students transfer from community college, much of their stem coursework will involve advanced experiments which require students to keep a science notebook, utilize critical thinking skills and design their own experiments. traditional lecture becomes less important and by this time in their academic career, students ought to have developed the necessary study skills which the inquiry-based and flipped classes model. in other words, students at this juncture should have developed the metacognitive skills needed to better learn in the class and instructors should not have to use teaching tricks in lecture to get students actively engaged in their own education. overall, approximately 89% of students in the project-based classroom succeeded compared with 70% in the traditional classroom. the largest difference is seen in the success of hispanic students where the gap between success was nearly 40 percentage points (89.3% to 50.0%). implementation of active learning in chemistry 1b clearly promoted success for hispanic students. unfortunately, the progression rates of students within the project-based class were not tracked. chemistry 1b is one of the last essential community college science courses needed to transfer to a four-year university and for many stem students their last chemistry course taken. therefore, tracking to different christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 81 universities and disciplines would present too many variables for analysis. however, completion rates can be tracked, which showed project-based learning enrolled students completing at 11.1 percentage points more than the traditional students. more in depth analysis of students that complete chemistry 1b however, show over 13 percentage point higher community college completion rates for traditional-based students compared with problem-based learning students. discussion on whether promoting student success within a course supersedes eventual overall completion needs to be addressed. is it optimal to design an active learning course that promotes student success, but also sets up weaker students for future failure? designing cross disciplinary (chemistry, physics, math and biology) active learning pathways would enhance the experience and allow students that thrive in this alternative learning setting to increase completion and better prepare them for their future in stem. one of the more prominent criticisms addressed by other community college instructors of active learning as a teaching strategy is supposed loss of rigor. in reality, rigor is transferred from high stakes exams, to development of the skills students will need for success in the stem community and study habits which enable future success in higher level courses. the exams for the active learning classes were taken from a shared database of questions. however, the active learning course exams are worth 50% of the accumulated grade as opposed to 80% for the traditional lecture. the active learning students were also required to keep a lab notebook, write scientific research reports for each laboratory experiment and present their capstone research project as a poster at the conclusion of the semester. lab reports for the traditional courses consisted of fill in the blank worksheets with one scientific report written that required no revisions or peer reviews. the instructors for active learning classes consistently worked with students in lab to keep students on track to finish the project. this one-on-one feedback did not occur as regularly within the traditional class unless a student actively engaged with instructor, a design that impacts low performing students most negatively. traditional lecture exams are a means to assign grades, and in many cases are used only for this purpose. in the active learning classes discussed here exams are returned to students and in-class time is dedicated to postexam review as a way to teach students the necessary content, and for discussion of study skills and habits so students will be better prepared for future exams. in order to demonstrate that chemistry knowledge and comprehension was not sacrificed to active learning, the acs standardized exams were given as finals for chemistry 1a and 1b courses. students performed equally well on these standardized exams compared to national norms, showing mean scores slightly higher than national norms, which indicates that active learning students are just as prepared for, and knowledgeable of standard chemistry topics. far too often chemistry instructors lose the idea that science is fun. while the instructor’s role is not to entertain, there are many opportunities throughout an academic semester for inclusion of engaging activities and experiments dealing with chemistry curriculum. these additions offer a chance to increase scientific curiosity and interest in students. as opposed to focusing all available time on solving chemistry problems, which can be tedious, a part of class time is spent demonstrating interesting aspects of science. this enhances student interest, engagement and ultimately increases success. such a perspective shift is especially evident in students from underrepresented communities who many times feel ostracized and disinterested in chemistry due to low personal success and uninspiring instruction, which has led, in many cases. the student dropping the class. overall, though, the problem does not seem to be one of preference for, or enjoyment of teaching stratagems, but one of effectiveness. conclusion stem classes are difficult in general and are traditionally associated with lower success rates among underrepresented minority groups. students who are considered as urms not only christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 82 face the difficulties of learning science, technology, engineering, and mathematics, but racial biases, financial issues, discrimination, self-doubt, and alienation (cabrera 2001; minefee 2018). despite these challenges faced at any given moment, urm students can excel in stem related classes using active learning pedagogical teaching methods. as the results have clarified, using variants of active learning methods within a chemistry sequence of classes can drastically improve success and progression rates of hispanic students. this is not only significant, but it is also beneficial to educators because foregoing research has only focused on the effectiveness of active learning methodology within individual classes, not an entire sequence within stem education classes. previous research has concluded that active learning improves urm student learning by 43% and increase success rates by 16% (hacisalihoglu, 2018). our results develop this idea further by incorporating variants of active learning within a chemistry class sequence and observing an average increase in success rates by 18.2% in introductory chemistry, 24.2% for general chemistry i and 21.7% for general chemistry ii. active learning is also an imperative aid to urm students’ progression through their stem education. previous research has pointed to the fact that less than 50% of students who enter a stem field during their freshman year of college receive a stem related degree, and the percentage is much lower for urm students (wilson 2012). the active learning classroom sequence employed at blinded city college showed an increase progression rates of hispanic students by 9.8% in introductory chemistry and 26.4% for general chemistry i, as well as an increase of 11.1% completion. this further reveals to educators that incorporating active learning curriculum improves progression and success rates for all students. research thus far, while proving the success of active learning implementation within a classroom, has shown that underrepresented students in stem see greater gains in retention, and success than do overrepresented students (rainey 2019). in order to close the achievement gap of underrepresented students, an influx of resources is usually added to assist in the learning of underprepared and underrepresented students, at the expense of their more prepared counterparts. however, by making use of highly structured and interactive coursework, student success increases across the board. as students enroll in general chemistry ii they are also moving into higher levels of mathematics and/or enrolling in the physics sequence, which are generally taught using a traditional lecture and also show low success rates, especially among urm students previous research has indicated that an active learning approach to these classes increased student test scores, understanding of classroom concepts and student engagement, (naron 2011; majoka 2010; armbruster 2017). this would indicate that implementing active learning strategies within physics and mathematics can help students reach their desired academic/career goals and increase the success of students in the stem track. at the same time the students will have improved their real-life problem-solving skills and developed a community of likeminded students, an essential support group for progression through college stem. utilizing inquiry-based learning in introductory chemistry, flipped classroom for general chemistry i; and project-based learning for general chemistry ii allowed for a stepping stone approach in implementing active learning, as opposed to throwing students into the deepend of active learning at the onset of their stem pursuit. the inquiry-based approach to active learning is beneficial for an introductory chemistry class because most students will be interacting with the material for the first time and need more clear instruction in order to learn the necessary foundational chemistry knowledge/skills. a flipped classroom for general chemistry i allows students who have already learned foundational material through introductory chemistry to focus on self-efficacy and student engagement as opposed to teachercentered lectures on already learned content. the project-based learning method used during general chemistry ii provides an environment where students are able to build upon their critical thinking and group dynamic soft skills needed for future stem coursework and employment. the active learning pedagogy also christian burke et al. / international journal of active learning 5 (2) (2020) 46-52 83 contributes to closing the achievement gap in stem. heterogeneity and ethnic diversity in an active learning classroom are associated with an overall positive effect on student outcomes, particularly in small group problem solving (springer 1999). the community college, existing as a starting point for underrepresented students, many of whom are first generation college attendees (chen 2013) is an ideal location to utilize active learning and increase student success. increasing student engagement, self-efficacy and curiosity will lead to a more diverse, stronger stem community. references adair, d, jaeger, m, price, om (2018). promoting active learning when teaching introductory statistics and 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(eds), redefining asia pacific higher education in contexts of globalization: private markets and the public good, ny: palgrave macmillan, 117-128. 103 7 (1) (2022) 103-115 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal evaluation of the success of career guidance program in vocational high schools (vhs) sri tutur martaningsih ahmad dahlan university, indonesia article info ____________________ keywords: vocational school, evaluation, career guidance _________________________ abstract ___________________________________________________________________ this study aimed to evaluate the success of career guidance for students and administer an improved recommendation implemented by vocational schools in yogyakarta, indonesia. data was collected from 978 students of 8 vocational schools using the questionnaire method. the validity test for instruments utilized an analysis factor by the assessment of spps and smartpls 3.0. the reliability test was also performed using alpha cronbach, with the career guidance success rate described and observed in the aspects requiring improvement. the result furthermore showed the success rate of career guidance reached an average of 80.86 of 100 in the very good category. however, the minimum standard of 100 recommended 50% of schools to increase the success rate of the program, and at 85 it was 87% improved. some aspects required improvements such as career readiness in 6 schools at 75%, self-understanding in 7 schools at 87%, and career understanding in 8 schools at 100%, were obtained from data analysis. p-issn 2528-505x e-issn 2615-6377 international journal of active learning 7 (1) (2022) 104 introduction vocational high school (vhs) graduate is at the age of 19-20 years, interest in the school to work transition for work-bound youth has grown (blustein, 1997, lent, o'brien, & fassinger, 1998, capuzzi & stauffer (2012). vocational students career development stages are in the exploration period (ages 14-24), individuals explore different possible career choice and become aware of their interests and abilities. individuals develop their vocational goals on the basis of interests and abilities and prepare to acquire necessary skills as well as experiences for employment (capuzi & stauffer, 2012; super, 1957). holland (1996) believed that people make the vocational choice on the basis of their personality types and their aspirations for career stability. he proposed six personality types: realistic, investigative, artistic, social, enterprising, and conventional. career development researchers have found that perceived social support is related to high self-esteem, positive career expectations, and career certainly (constantine, wallace, & kindaichi, 2005, ferry, fouad, & smith, 2000: kenny, blustein, chaves, grossman, & gallagher, 2003). but counselors, teachers, and other schools personnel can be the main source of career development support for students (holcomb-mccoy & young (2012), capuzzi & stauffer (2012). john holland's career theory (1973, 1997) an amalgamation of the interaction among a person's heredity (or biological traits), interests, self-perceived competencies, and dispositions (personality world, and self-concept). super (1957) proposed that self-concept is a critical component of vocational development. in the exploration period (ages 14-24), individual explore different possible career choices and becoma aware of their interests and abilities (holcomb. mccoy and anita young, 2012: 345). vocational school students are middleeducational institutions at the 10th, 11th, and 12th grade expected to administer knowledge and career readiness to students. the skills and selfreadiness in pursuing a career are expected to develop at vocational schools as it plays a vital role. councilors facilitate students by providing various services to reach the purpose of career guidance. therefore, the success fate of the service should be evaluated to obtain feedback as a sustainable improvement to keep the service more creative. this study therfore aims to determine the success of career guidance among vocational school students and gives details of improvement recommendations that should be implemented by the schools. it comprises of four questions which are: 1 how is the description of career guidance of students in vocational schools in yogyakarta; 2) what kind of recommendation needs to be emphasized in each school; 3) what is the percentage of schools to obtain recommendation, (4) what aspect of service needs to be improve at each school? method this research was conducted in the academic semester of 2017/2018 at 8 vocational schools in yogyakarta. the questionnaire instrument of the service program was upgraded by the researcher and respondents, with the quality test examined as follows: 1) expert validation along with some practitioners asked to give some feedback for the instrumental revision; 2) content validation, analyzed using aiken's index (aiken 1980; 1985); 3) factor validation, analyzed using exploratory factor analysis and quality test conducted using partial least square smartpls 3.0 the subjects of this study were 797 students of vocational schools in yogyakarta. in addition, data obtained were analyzed using the exploratory factor analysis of 80 instruments in these schools. the result of kaiser meyer olkin and bartlet test was 0.923 with the significance <0.05, while the value of measurement sampling adequacy (msa) ranged from 0 to 1. the msa was more significant than 0.5, with its lowest and highest values at 0.774 and 0.946, respectively. this showed that the variable had a prediction, and further analysis could be conducted. grouping factor was international journal of active learning 7 (1) (2022) 105 conducted through the extraction process using spss, which obtained the commonalities, total variance, and factors determining the matrix components. table 1. factor and instrument item of efa examination towards instrument of result measurement component sub of result/factor component number of instrument items total items self-understanding 1, 2, 4, 5, 6,7,8,9,10,23,33 11 career readiness 11,12,13,14,15,16,19,20,21,22,23,24,25,26,27,28,29,30,31,32,39 21 career understanding 40,41,43,44,45,46,47,48,49,50,52,53,56,71,72,74 16 work characteristics 57,58,59,60,61,62,63,64,65,66,67,68,69,70 14 assertiveness 17,22,34,35,36,37,38,42,52,55,73,75 12 positive attitude towards guidance and counseling 54,76,77,78,79,80 6 instrument reliability using alpha coefficient criteria reached the index ≥ 0,70 (allen and yen, 1979:121). the result of the reliability test showing the index of cronbach's alpha 0.945 was at a very high category, while that of quality instrument examination used partial least square smartpls 3.0. confirmatory factor analysis using partial least square smartpls 3.0 (ringle, c, m., wende, s., and becker, j.m., 2015) strengthened the reliability quality of the instrument items and identified its factors. the result of the outer component measurement showed that all indicators were significant, and it could be used to measure the outcome. in detail, 10 of 80 indicators of the outer loading was greater than 0.5. approximately six indicators of the result measurement comprise of assertiveness with 17 indicators used to measure career readiness, 10 measured self-understanding, 14 measured career understanding, 13 measured comprehensions of work characteristics, and 6 measured positive attitudes towards guidance and counseling. a total of 70 indicators were used to measure the result component, with the reliability result, as shown in table 2. table 2. factor and instrument item of efa examination towards instrument of result measurement component construction total of instrument items cronbach’s alpha composite reliability average of extracted varian (ave) result of efa test after quality test good criteria if → > 0,7 > 0.7 self-understanding 11 10 0,770 0,825 0,307 career readiness 21 17 0,837 0,868 0,296 career understanding 16 14 0,871 0,890 0,281 positive work characteristics 14 13 0,900 0,916 0,456 assertiveness 12 10 0,805 0,849 0,320 positive attitude 6 6 0,796 0,852 0,491 international journal of active learning 7 (1) (2022) 106 the r square showed that the six descriptors were quite big towards the result component, with a percentage range of 23.3% to 99.3%. the rare construct reliability was also high (>0.7), and the result of vif less than5 (chin 1998, hair, et al, 2011 and hair et al, 2012, and also hanseler et al. 2009) which showed that there was no multicollinearity among latent variables. inner model analysis with all measurement components was made towards the result of career guidance. a total of 70 validated data from the instrument was used to measure the result of career guidance service, which was continued by the analysis to evaluate each school. the service which was based on the efa test was strengthened by the cfa which comprises of six aspects of career guidance success among students, namely self-understanding, career understanding, career readiness, work characteristics, assertiveness, and positive attitude towards service. based on students' answers from the previously upgraded questionnaire. result and discussion the evaluation was conducted to describe the rate of success to improve feedback of the next career guidance program. the instruments with their valid reliability were given to the students to fill, and their answers towards the questionnaires were changed to the scale of 100, by dividing the obtained score with the optimum one multiplied by 100. the result of the analysis is as shown in table 3. table 1. recapitulation of guidance result vocational career in scale 100 school code x1 x2 x3 x4 x5 x6 x7 a 75,53 72,01 83,06 77,01 80,03 90,14 79,88 b 78,33 72,44 81,26 77,31 80,09 87,66 79,85 c 78,11 73,95 83,55 78,26 81,35 86,88 80,41 d 77,75 71,40 82,18 76,59 80,83 89,19 79,95 e 81,61 74,51 85,32 81,15 80,19 92,53 82,25 f 78,51 72,57 85,67 78,89 82,38 92,64 83,30 g 78,91 75,52 81,70 80,43 84,31 88,69 81,99 h 75,30 71,23 83,01 75,78 80,61 88,94 79,32 rerata 78,00 72,95 83,22 78,18 81,22 89,58 80,86 keterangan: x1: self-understanding x2: career understanding x3: positive attitude towards career guidance x4: career readiness x5: asertivitas x6: understanding of work character x7: the result of career guidance towards career guidance result of career guidance 80 0,803 0,866 0,570 international journal of active learning 7 (1) (2022) 107 table 3 above was the result of all success rates from the career guidance towards students. furthermore, each aspect is described below: figure 1. the results of career guidance of vhs students the optimization of career guidance was still needed to increase the success of the program, with the service at the value of 79.31 to 83.30 (scale 100) at an average of 80.87. however, assuming the minimum standard was 80, the optimization of career guidance should be conducted by the schools with the code a, b, d, and h. sustainable improvement is conducted by increasing the minimum criteria, by 82.50. therefore, all schools except f would improve their performance. the result of the career guidance of the students is further seen in specific parts that needed to be improved, such as the grades below 80. the success rate of the career guidance at each school is further described for the administration of proper recommendation for each school. the detailed explanation of each component from career guidance at each school is seen below: figure 2. positive attitudes of vhs students towards career guidance 77.00 78.00 79.00 80.00 81.00 82.00 83.00 84.00 a b c d e f g h 79.88 79.85 80.41 79.95 82.25 83.30 81.99 79.32 v a lu e ( sc a le o f 1 0 0 ) school code 79.00 80.00 81.00 82.00 83.00 84.00 85.00 86.00 a b c d e f g h 83.06 81.26 83.55 82.18 85.32 85.67 81.70 83.01 v a lu e ( sc a le o f 1 0 0 ) school code positive attitude towards career guidance international journal of active learning 7 (1) (2022) 108 vocational students showed a positive attitude towards the career guidance conducted at their school. it was proven by the scale that was greater than 80 of 100 at all schools figure 3. understanding of vhs students towards work characters the understanding of work characteristics that should be possessed even before people arrived at the working environment was also very good at all schools, with an average of 89.50. the student's understanding of the characters possessed in the working environment was also very good. figure 4. vhs student’s assertiveness the assertiveness of vocational students was good with the range of 80.09 to 84.31 (of 100 scales) and an average of 81.22. the braveness associated with arriving at the working environment was also good at all schools. 84.00 85.00 86.00 87.00 88.00 89.00 90.00 91.00 92.00 93.00 a b c d e f g h 90.14 87.66 86.88 89.19 92.53 92.64 88.69 88.94 v a lu e ( s ca le o f 1 0 0 ) school code 77.00 78.00 79.00 80.00 81.00 82.00 83.00 84.00 85.00 a b c d e f g h 80.03 80.09 81.35 80.83 80.19 82.38 84.31 80.61 v a lu e ( s ca le o f 1 0 0 ) school code asertivitas international journal of active learning 7 (1) (2022) 109 figure 5. career readiness of vhs students for career readiness, vocational students’ value was 75.78 to 81.85 with an average of 78.18 (<80), which indicated that the subjects of study needed some improvement. a total of 6 schools (75%) were recommended to increase their career readiness (schools with codes a, b, c, d, f, and h). figure 6. self-understanding of vhs students the self-understanding of vocational students was 75.30 to 81.61 with an average of 78 (<80), which meant it needed to be upgraded. the recommendation was delivered to the 7 schools (87%) to improve the self-understanding of their students. 73.00 74.00 75.00 76.00 77.00 78.00 79.00 80.00 81.00 82.00 a b c d e f g h 77.01 77.31 78.26 76.59 81.15 78.89 80.43 75.78 v a lu e ( sc a le o f 1 0 0 ) school code 72.00 73.00 74.00 75.00 76.00 77.00 78.00 79.00 80.00 81.00 82.00 a b c d e f g h 75.53 78.33 78.11 77.75 81.61 78.51 78.91 75.30 v a lu e ( s ca le o f 1 0 0 ) school code international journal of active learning 7 (1) (2022) 110 figure 7. career understanding of vhs students the career understanding of the vocational students reached 71.23 to 75.52, with an average of 72.95 (<80). the recommendation was given to all schools (100%) to improve the career understanding of their students. vocational school students are debriefed on the skills they acquired from school subjects which plays an important role to develop their soft skills (commission of the european communities, 1988, dollarhide and saginak, 2012). guidance and counseling are systematical, objective, logical, continuant, and an integrated method conducted by teachers or counselors to facilitate independent achievement of students' life (the law of minister of education and culture number 11 year 2014). the independence in the previous sentence means future career comprising self-understanding, career understanding, career readiness (dollarhide, 1997), work characteristics, assertiveness, and adaptation toward the changes of a working environment, career decision, education, skill, work demand, and personal skills in the working competition (missouri, 2016). all hopes towards students’ capability of career independence are covered into the instruments used to measure their success. the result showed the success of career guidance at the vocational level in yogyakarta was in the range of 79.85 to 83.30, with an average of 80.86 (scale 100). this was possible to achieve since all subject schools were located in the city, which made the information easy to access. the careerrelated information could be found in various sources. however, there were still some aspects of the service that were yet to be achieved, and needed more attention for effective results. eight schools utilized work characteristics to obtain high average rate, therefore, vocational school students should understood the work characteristics. learning process emphasized on the business world and industry along with the practitioner or job fair events with the possibility for vocational students to acquire the depiction for the working environment. by taking 80 as the minimum criteria, 4 schools with codes a, b, c, d, and h (50%) should improve their service. the sustainable improvement is conducted by increasing the minimum criteria, such as 82,50 for the 3 schools with codes c, e, and f to carry out the improvements on the other7 at 87.50%. generally, the rate of career guidance service was high. however, some detailed aspects needed to be improved since it did not reach the minimum criteria (80) comprising selfunderstanding, career understanding, and career readiness. the result showed the career 69.00 70.00 71.00 72.00 73.00 74.00 75.00 76.00 a b c d e f g h 72.01 72.44 73.95 71.40 74.51 72.57 75.52 71.23 v a lu e ( sc a le o f 1 0 0 ) school code international journal of active learning 7 (1) (2022) 111 understanding had the lowest rate of 72.95. it showed that vocational school students did not fully understand career choices. therefore, the service of career guidance needed to increase its performance for students to get a better understanding. vocational school students needed guidance during career development, for them to be more adaptive to the changes in the working environment. this enabled them to evaluate a variety of resources to aid in career exploration and planning by their 10th grade. in their 11th grade, they should utilize a variety of resources to aid in career exploration and planning, while their 12th grade, they should possess a utility knowledge of career exploration and planning to adopt new career and educational opportunities as the world of work changes (gle’s, missouri department of elementary & secondary education, 2016). conversely, the industrial revolution 4.0 made fast changes to career paths even after it vanishes. the anticipation of various careers in this disruption era is very important to be conducted by schools. updated information on careers was needed for students to understand and become more adaptive to the development of the working environment. creativity from every aspect was needed to anticipate the changes by utilizing information technology and sources of the study. the curriculum and the service of guidance and counseling had to facilitate students to be ready to learn and face that the future throws at them. the changes in work demands urged anticipation from every aspect. besides career, self-understanding was also needed to be improved. the strategy of career guidance should make students determine their weaknesses, strength, skills, interest, and capability in order to be ready to choose the relevant career. the career readiness of vocational school students reached an average of 78.18 less than 80, therefore, students needed to be trained to integrate themselves with the life and career plans using educational plans related to evolving new interests, strengths, and limitations ( 10th grade ). the educational, training, and personal characteristics need to achieve current life career goals and compare those characteristics (11th). furthermore, there should be utility knowledge of the world and work, personal interests, strengths, and limitations to develop short and long-term postsecondary plans (12th). when students understand themselves, they develop the required competencies and characters to face the working environment. self-readiness gave a possibility for students to get jobs faster right after graduating from schools. furthermore, it also decreases the rate of unemployment. the service conducted in vocational schools was very good with50% <80, in the range 79.32 to 79.95 of 100, and 50% >80. the required improvements were career, self-understanding, and career readiness. understanding education, career demand, having the capability to make a decision, and developing both self-skill and work skill to fulfill the demand of working environment were also needed. careers were determined by the students by analyzing their educational information to identify the most relevant resources for a specific option during their 11th grade. furthermore, they should be able to synthesize information gathered from a variety of sources, in their 12th grade, and utilize educational information in career decision making. a whole-life prespective (dollarhide, 1997), career decisions involves seven steps 1) understanding of self, 2) understanding of the world of work, 3) reality testing, 4) commitment, 5) career preparation, 6) placement/career entrance, 7) evaluation and reneval (dollarhide, 2012: 5354). understanding of self is a knowledge of one’s likes, dislikes, abilities, skills, chalenges values, needs, dreams, lifestyle goals, personality, interest. understanding of the world of work is a knowledge of career paths, job titles, salary levels, employers, employment environments, occupational projections, training requirements. reality testing, firsthand experivbstwhjence through employment, voluntering, internship, cooperative education jobs, lab experiences, job shadowing. commiment is making decision, with relative confidence, in the face of uncertainty. career preparation is acessing formal and informal training for the job or occupation. placement is international journal of active learning 7 (1) (2022) 112 using jod-seeking skills, filling out applications, writing cover letter and resumes, participating in interviews, the accesing opprtinities in the chosen occupation. the service of career guidance should be improved along with its obstacles for a successful career path with the evaluation result used as feedback in the form of school service improvement. the activity of career guidance has been implemented at the vocational schools by conducting some events such as education, job /career expo, and a merger with special job fair (bursa kerja khusus/bkk) to promote and conduct the event. responsive service should be administered to students with problems through intervention such as failure in choosing their interest, anxiety in determining their career, and difficulties in the activities to support career. a supportive system used to support the activity of career guidance had been implemented. this consists of a routine meeting of the guidance and counseling teachers, discussions, the participation in the scientific meeting, abkin, workshop or seminars, and the development of a sustainable profession. conclusion the success rate of career guidance at vocational schools in yogyakarta reached an average of 80.86 (scale 100), which was considered very well. with the minimum criteria at 80, 50% of schools were recommended for improvement, and these were a, b, d, and h. the aspects that needed to be improved were self-understanding (7 schools 87%), career understanding (8 schools 100%), and career readiness (6 schools 75%). the evaluation of the success of career guidance gave a depiction of the achievement. however, the sustainable improvement was conducted by increasing higher achievement criteria. the recommendation to conduct the improvement was given to the schools, with the detailed aspects which were not yet achieving the minimum criteria. the recommendations for the improvement (with the score criteria <80) at each school are shown below: a. the improvement of the self-understanding, career understanding, and readiness needed to be conducted at schools a, b, c, d, and h. b. the improvement of the self-understanding and career understanding at school e. c. the improvement of the career understanding and career readiness at school f. d. the improvement of career readiness at school g. e. the improvement of the career understanding at all schools. the percentage of schools with its recommendation of every aspect is shown below: a. the improvement of the self-understanding was in 7 schools (87%), which are a, b, c, d, f, g, and h. b. the improvement of the career understanding was in 8 schools (100%). c. the improvement of career readiness was in 6 schools (75%), which are a, b, c, d, f, and h. d. the improvement of the result of career guidance was in 4 schools (50%), which are a, b, d, and h. the implementation of the career guidance activity could not be separated from the school management, which comprises of planning, organization, collaboration, controlling, organizational development, a guarantee of quality, and accountability. every aspect at school was always expected to be integrated by implementing the improvement based on their role to achieve set goals. the guidance and counseling are needed by teachers to keep developing their creativity and anticipation towards the development of every aspect of careers and its implementation on the service. the international journal of active learning 7 (1) (2022) 113 intensity of the various meeting from every side related to the career guidance service are tools used to determine every obstacle through the collaboration of many organizations. acknowledgments i am indebted to the ministry of research and technology and higher education for the post graduate research grant of the dissertation with the contract number: pdd020/skpp/iii/2018 reference aiken, l.r. 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(1984). educational psychology for teachers. englewood cliffs, nj.: prentice hall, inc. http://www.smartpls.com/ http://www.smartpls.com/ http://journal/ http://journal/ http://journal/ http://journal/ http://journal/ https://www.gettextbooks.co.in/isbn/9780393093797/ 19 5 (1) (2020) 19-25 international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal the effects of ethnoscience integrated stem e-book application on student’s science generic skills in chemical equilibrium topic izatul azalia1, sudarmin1, aries wisnuadi2 1department of chemistry, fmipa, universitas negeri semarang, indonesia 2sma negeri 12 semarang, indonesia info articles ____________________ history articles: submitted 28 november 2019 revised 11 january 2020 accepted 25 march 2020 ____________________ keywords: ethnoscience, stem, science generic skills, e-book. _________________________ abstract _________________________________________________________________ this study aims to know the effects of the application of ethnoscience integrated stem e-book on learning outcomes and student's science generic skills on chemical equilibrium topic. the research method that used is experiment and the research design that used is pretestposttest control group experiment. the sample of this research was taken by cluster random sampling technique, there are xi ipa 4 as an experimental class and xi ipa 3 as a control class. data collection techniques are carried out with a reasonable multiple choice test to measure learning outcomes and student's science generic skills, questionnaires to find out students' responses to the e-book that used as teaching materials. data analysis techniques that used is the average difference test, analysis of the effects between variables, and the stipulation of the determination coefficient. the research results obtained by the average cognitive learning outcomes of students in the experimental class and control class respectively 78.64 and 51.21. analysis of the effects between variables shows a biserial coefficient is 0.90. calculation of the determination coefficient shows the implementation of ethnoscience integrated stem e-book accounted for 82%. while the average science generic skills of students in the experimental class and control class were 77.81 and 35.58, respectively. analysis of the effects between variables shows a biserial coefficient is 0.97. calculation of the determination coefficient shows that the application of ethnoscience integrated stem e-book contributed 95%. based on the results of the study it can be concluded that the application of ethnoscience integrated stem e-book has an effect on learning outcomes and students' science generic skills in chemical equilibrium topic  address correspondence: email: izaazalia97@gmail.com p-issn 2528-505x e-issn 2615-6377 izatul azalia et al. / international journal of active learning 5 (1) (2020) 20 introduction 21st century partnership learning framework states, there are several competencies and expertises that must be possessed by 21st century human resources, one of which is: the ability to think critically and solve problems (ross, 2007). critical thinking as one of the complex thinking patterns is a pattern of thinking to analyze arguments and bring up the insights on each meaning and interpretation. critical thinking develops cohesive and logical reasoning patterns. this mindset also used to understand the assumptions and biases that underlie each position. thus this mindset can provide a presentation model that can be trusted, concise, and convincing. so it needed the skills that can develop students' thinking skills. science generic skills are skills that must be achieved by students through mastery of competencies. achieved competence depends on the component content or subject matter that received by students (agustinaningsih et al. 2014). chemistry learning oriented science generic skills can be done through experimentation (observation direct or indirect, symbolic language, logic obedient principle, the law of cause and effect, and concept building) and through the simulation computation (indirectly observation, language, symbolic, logic obedient principles, mathematical modeling, and concept building) (sudarmin and suyanti, 2012). wahyana (2001) said chemistry as one of the fields of natural sciences that provides a variety of learning experiences to understand concepts, scientific processes, train scientific work and scientific attitudes of students. chemistry can be seen as a product and process. chemistry as a product includes a collection of knowledge consisting of facts, concepts, and principles of chemistry, while chemistry as a process includes the skills and attitudes possessed by scientists to acquire and develop knowledge. so, that science generic skills of symbolic language, logical consistency, and logical inference are needed in chemistry learning. chemistry learning requires intellectual skills such as collecting and analyzing data to solve the problems, formulate hypotheses, control variables and define operations. these processes require a high level of logic ability. based on the importance of this, several authors have urged to make the development of logical abilities as a top priority in education (savant, 1997). logic inference skills are generic abilities to be able to get new conclusions as a logical result of laws, principles and rules first with or without conducting experiments (brotosiswoyo, 2000). practical activities are very needed on science generic skills. it is the concept of understanding skills associated with action. especially direct observation skills, because with good observation skills, students will be able to record all phenomena during the practical activities. in addition, chemistry also requires students to recognize the symbol of elements, compound formulas, equation of reactions, and symbols of unidirectional reactions and equilibrium reactions. the 2013 curriculum actually accommodates 21st century skills, in terms of content standards, process standards and assessment standards. the 2013 curriculum has the essence contained in permendikbud no.24 of 2016, covering basic competencies and four core competencies, namely (1) spiritual competence, (2) attitude competency, (3) knowledge, and (4) skills. these competencies are achieved through intracuricular, cocuricular and extracurricular learning processes. core competencies must have a balanced quality between hard skills and soft skills achievements. core competencies of knowledge requires students to understand, apply, and explain factual, conceptual, procedural, and metacognitive knowledge in science, technology, art, culture, humanity, national, state, and civilization insights related to the causes of phenomena and cases, and apply procedural knowledge to specific fields of study according to their talents and interests to solve problems. based on curriculum 2013, students are required to show their attitudes as part of the solution to various national problems in interacting effectively with the social and natural environment and in placing themselves as a reflection of the nation in the world, for that learning that can utilize culture is needed (kemendikbud, 2013). learning that can relate science with a izatul azalia et al. / international journal of active learning 5 (1) (2020) 21 developed culture in the community is needed. the suggested scientific approach in education in indonesia at present is ethnoscience, which is original knowledge in the form of language, customs and culture, morals, as well as technology created by certain people or people who hang on to implicit knowledge. (mahendrani & sudarmin 2015). the importance of ethnoscience learning for empowering student’s knowledge that has been embedded in students to develop original knowledge in a society with integrated learning model packaging, namely the use of science, technology, engineering and mathematics (stem) learning models that modified with ethnoscience approach (parmin in khoiri, 2018). stem is a learning approach integrated with various disciplines. stem allows students to learn academic concepts appropriately by applying the four disciplines (science, technology, engineering and mathematics). the stem approach has several characteristics including technology-based, the use of technology such as laptops, cellphones, tablets, etc are an effective and efficient way of conveying information. there are various kinds of technology that have been developed as educational facilities, including the use of computer software as a learning media, educational games (klopfer et. al., 2009; prasetyo et. al., 2014), online learning, ebook (redhuan, 2014) and e-book (setiawan & wardhani, 2018). e-book is a learning tool because it is a technology that utilizes computers as learning media (candra, 2016). e-book can be form with a variety of files. some are in the form of pdf (portable document format) that can be opened with the acrobat reader program or the other like. there is also a form of htm, which can be opened by browsing or internet explorer offline. there is also a form of execute (exe). in most, e-books use in the pdf form. because it is easier to use it and be protected by a password (keywords) so that other users can’t change the content of the e-book (haris, 2011). based on the above problems researchers analyzed the effect of the implementation of the ethnoscience integrated stem e-book on the science generic skills in chemical equilibrium topic. methods the research method in preparing this thesis is an experimental method. the research design used was the pretestposttest control group experiment. in this design, sugiyono stated "that there are two groups, each of the are randomly chosen. the first group was given treatment (x) and the other group was not. the treated group is called the experimental group and the untreated group is called the control group” (sugiyono, 2012). in the research design there are steps that indicate a sequence of research activities, the stages in the experimental class are: 1) the initial test stage 2) the implementation stage of the ethnoscience integrated stem e-book (x1), 3) the final observation (o) stage, while stages in the control class are: 1) the initial test stage, 2) the stage of the application of school materials, 3) the final observation stage (o). this research was conducted in semarang 12th high school in november to december 2019. the sample in this study will be taken by cluster random sampling technique, which is taking sample members from the population that is done in a simple random (sugiyono, 2010). based on the survey in the place of research, the samples used were 33 students of class xi science 3 as the control class and 33 students of class xi science 4 as the experimental class. data collection techniques that used are completely groundless test multiple choice questions of 20 questions and the questionnaire sheet of students' responses to a ethnoscience integrated stem e-book. the data analysis technique that used is the test of average difference, analysis of the effects between variables, and stipulation of the determination coefficient. results and discussion the results of research in the form of data enhancement ngain learning outcomes and student’s science generic skills indicator, they are symbolic language, observation, logical inference and logical consistency. measurement of learning izatul azalia et al. / international journal of active learning 5 (1) (2020) 22 outcomes used multiple choice tests and measurement of science generic skills used reasonable multiple choice tests. the research data were obtained from two classes. xi science 4 as an experimental class, it consisting of 33 students. xi science 3 as a control class, it consisting of 33 students. the control class used teaching materials that provided by the school with the problem based learning model and offline learning. in the experimental class used the problem based learning learning model and e-book teaching materials with integrated ethnics stem and learning is done by online and offline. online learning used google classroom to upload material and assignments. the learning activities conducted as many six meetings in the experimental class and control class. in the experimental class, the chemical equilibrium topic is taught with the help of integrated ethno-stem e-book teaching materials. ethno-stem integrated teaching materials on the topic of chemical equilibrium are linked with ethnoscience elements so that students are able to easily learn from the culture, habits or local wisdom of the local community. the element of local community's wisdom delivered in the form of limestone burning by collectors uses calcination techniques. in the combustion process an equilibrium reaction occurs between the limestone with burnt lime (tohor lime) and carbon dioxide. lia, et al. (2016) states that learning resources oriented to culture or ethnics can help students understand the distinctive culture contained in their area. the first meeting in the experimental class begins with carried out the pretest and introduction learning. the step after gave a pretest is to provide teaching materials for chemical equilibrium e-book for students through google classroom. students are given steps to use google classroom and download teaching materials that have been provided in google classroom. ethno-stem integrated chemical equilibrium teaching materials are distributed through google classroom on the classroom assignment menu. this teaching material is packaged to be used by students independently at home. access to ethno-stem integrated ebook teaching materials can use computer media, laptops, ipad and mobile phones. these various accesses make it easier for students to repeat or review learning material, anywhere and anytime. as did koriaty & manggala (2016) and hasbiyati & khusna (2017) that e-book can increase student's interest in learning. this reinforces that student who use e-book as a source of learning will have an interest in learning so that the willingness to learn independently at home will also increase. the use of integrated chemical equilibrium material ethno-stem e-book affects the cognitive learning outcomes of students. the cognitive aspects of students can be measured using a multiple choice test instrument. improved learning outcomes on chemical equilibrium material can be seen in figure 1. figure 1. improving cognitive learning outcomes of students figure 1 shows that cognitive learning outcomes of students have increased significantly. in the control class an increase of 0.36 in the medium category, while in the experimental class an increase of 0.70 in the high category. the experimental class experienced a higher increase than the control class. the effect of the use of ethno-stem integrated chemical equilibrium teaching materials on cognitive learning outcomes can be shown by the correlation value (r). cognitive learning outcomes of students were analyzed using pretest and posttest data between the experimental class and the control class. the results of the analysis of the achievement improvement and the effect of integrated ethnostem teaching materials on student's cognitive 0,7 0,36 0 0,2 0,4 0,6 0,8 1 n -g a in cognitive learning outcomes eksperimen kontrol izatul azalia et al. / international journal of active learning 5 (1) (2020) 23 learning outcomes on the pretest and posttest scores are presented in table 1. table 1. achievement results and tests of the effects of integrated ethno-stem teaching materials on cognitive learning outcomes class posttes t grade point averag e ngain r b t cou nt influenc e weight (%) control 51.21 0.36 lo w 0.9 0 1.7 6 82% experime nt 78.64 0,70 hig h table 1 shows that the percentage of student’s cognitive learning outcomes in the experimental class using ethno-stem integrated teaching materials on the topic of chemical equilibrium is 78.64 %, while the percentage of student’s cognitive learning outcomes in the control class using ethno-stem integrated teaching materials that is equal to 51.21 %. the interpretation of the value of rb is classified in the strong category, so it can be said that the integrated teaching material ethno-stem is a factor that gives a strong effect on student’s cognitive learning outcomes. the correlation coefficient is used to test the research hypothesis. ho if the value of t <t (1-α) (n1 + n2-2) . with n1 = 33, n2 = 33, and α = 0.05, we get the value of t (1-α) (n1 + n2-2) = 1.694. the analysis results obtained for t arithmetic = 4.97 and t table = 1.694. because t> t (1-α) (n1 + n2-2) or 4.97> 1.694 then ho is rejected, which means that there is a relationship between the use of integrated teaching material on the topic ethno-stem chemical equilibrium towards cognitive learning outcomes of students. the magnitude of effect is determined by the coefficient of determination (cd), obtained cd = 82%. science generic skills of students can be known through the results of the pretest and posttest using multiple choice reasoned instruments with a score for true answer and 0 score for false answer. student’s science generic skills are measured based on achievement and a large increase in student’s science generic skills before and after learning. figure 2 shows the average acquisition value of science generic skills per indicator in the experimental class and the control class. figure 2 improvement of each indicator of student's science generic skills description: science generic skills 1) logic inference, 2) symbolic languages, 3) logical consistency, and 4) direct observation. figure 2 shows that each indicator of the science generic skills of students tested has a significant increase. in the control class an increase of 0.53 in the medium category in the direct observation indicator, while in the experimental class an increase of 0.89 in the high category in the indicator of the science generic skills of students, it is symbolic language. in the control class the lowest increase in the science generic skills indicator is logical inference of 0.26 in the low category, as well as the experimental class, the lowest increase in the science generic skills indicatoris is for direct observation of 0.68 in the moderate category. mahendrani (2015) states that the development of photography ethnic e-book which is applied to the effective learning process of student learning outcomes with an increase from the cognitive domain with classical completeness 86.44% and n-gain by 0.5 with a level moderate achievement and activeness of students in the very active category. to find out the significant differences in the results of science generic skills on each indicator studied between the experimental class and the control class a t-test was conducted. the results of the t-test analysis of student’s science generic skills on each indicator are presented in table 2. 0,74 0,89 0,85 0,68 0,26 0,28 0,37 0,53 0 0,5 1 1 2 3 4 n -g a in k g s indicator of generic science skills eksperiment control izatul azalia et al. / international journal of active learning 5 (1) (2020) 24 table 2. science generic skills t-test indicator 1 2 3 4 test value t 2.07 2.32 1.79 3.45 table 2. shows the results of the t-test analysis which means that if the value of t arithmetic > t table = 1.694, it can be said that there are significant differences between the experimental class and the control class that use different teaching materials. t-test results show the value of t arithmetic > t table so that all indicators of student’s science generic skills there are significant differences. this means that there is a significant difference between the experimental class that uses the chemical equilibrium teaching material that is integrated ethno-stem with the control class that uses ordinary teaching material. the results of the questionnaire responses of students to teaching materials e-book chemical equilibrium integrated ethno-stem statement learners' response to good categories. students state that the ethno-stem integrated chemical equilibrium teaching material e-book causes: (1) makes it easier to learn the material, (2) makes it easier to learn independently, (3) the material taught is interesting, (4) the learning done motivates to study more diligently, (5) material related to local wisdom helps improve understanding, and is complemented by (1) pictures that clarify the material, (2) material presented simply and clearly, (3) material presented coherently, (4) availability and clarity of the answers to the practice exercises, (5) the suitability of the questions with the material, (6) the accuracy of the color selection, (7) the clarity of the images, (8) the images in the e-book are interesting, and (9) the type and size of letters are easy to read. this is in appropiate with research conducted by setiawan, et al., (2017) states that the use of local wisdom-based modules can increase student’s scientific literacy. astuti & setiawan (2013) in their research also stated that student worksheet is not the only source of learning for students, so teachers are expected to give advice to students to look for or read other relevant sources. learning using this ethnoscience-based worksheet can make students gain hands-on experience looking for information from observations using their senses, from food producers and from other sources. beside having advantages, integrated ethnostem e-book teaching materials also have limitations, that is the quality of the material presented is still lacking, learning is not enjoyable and the questions and assignments given are less helpful in strengthening student's understanding of learning material. this is because students are not accustomed to using teaching materials that are associated with the habits of local communities. the analysis results of the effect of the ethnoscience integrated stem e-book implementation on student learning outcomes obtained biserial coefficient of 0.90 included in the high category with a coefficient of determination of 82%. while the effect on the science generic skills of students obtained biserial coefficient of 0.97 included in the high category with a coefficient of determination of 95%. so it can be concluded that the chemical equilibrium e-book teaching materials containing integrated ethnics stem contribute 82% to the learning outcomes of students and 95% to the science generic skills of students. conclusion the application of ethnics-integrated stem chemical equilibrium e-book contributed 82% to the learning outcomes of students and 95% to the science generic skills of students with n-gain each increased by 0.70 and 0.77. based on the results of the study it can be concluded that the chemical equilibrium e-book containing integrated ethnics stem has a significant effect on cognitive learning outcomes and student's science generic skills. references agustinaningsih, w., sarwanto., & suparmi. (2014). pengembangan instruksi praktikum berbasis keterampilan generik sains pada pembelajaran fisika materi teori kinetik gas kelas xi ipa sma negeri 8 surakarta tahun ajaran 2012/2013. jurnal inkuiri: 3(1). 50-61. brotosiswoyo, b.s. (2000). kiat pembelajaran mipa dan kiat pembelajaran fisika di perguruan tinggi. jakata: departemen pendidikan nasional. izatul azalia et al. / international journal of active learning 5 (1) (2020) 25 candra, d.n. (2016). perbandingan hasil belajar siswa antara pembelajaran contextual teching learning (ctl) menggunakan e-book dan pembelajaran konvensional menggunakan handout pada mata pembelajaran konstruksi bangunan di kelas x tgb smk negeri 2 bojonegoro. jurnal ilmiah pendidikan teknik bangunan, 1 (1): 189-194. haris, d. (2011). panduan lengkap e-book. cakrawala. yogyakarta. hasbiyati, h. & khusnah, l. (2017). penerapan media e-book berekstensi epub untuk meningkatkan minat dan hasil belajar siswa smp pada mata pelajaran ipa. jurnal pena sains, 4 (1), 16-21 khoiri, a., & sunarno, w. (2018). pendekatan etnosains dalam tinjauan fisafat. jurnal kajian pendidikan sains. vol. 04, no. 02. koriaty, sri & manggala, esa. (2016). penerapan media e-book terhadap minat belajar siswa di kelas x jurusan tkj smk negeri 4 pontianak. jurnal pendidikan informatika dan sains, vol.5 no.2 mahendrani, k., & sudarmin. (2015). pengembangan booklet etnosains fotografi tema ekosistem untuk meningkatkan hasil belajar pada peserta didik smp. unnes science education journal, vol. 4 no. 2. parmin, (2017). ethnosains. semarang:swadaya manunggal. redhuan, m. (2014). penggunaan e-book dalam pengajaran dan pembelajaran subjek geografi pelajar tingkatan satu di smk tembila mat redhuan bin samsudin. technology and innovation in ict education, hal.1–10 ross, david. (2007). framework for 21st century learning. diakses tanggal 01 oktober 2019 dari http://www.p21.org/our-work/p21-framework. savant, m., 1997. the power of logical thinking. st. martin’s press, new york setiawan, b., innatesari, d.k., sabtiawan, w.b. dan sudarmin. (2017), the development of local wisdombased natural science module to improve science literation of students, jurnal pendidikan ipa indonesia, vol 6, no 1, hal 4954. setiawan, h. & wardhani, h.a.k. (2018). pengembangan media e-book pada materi keanekaragaman jenis nepenthes. jurnal keguruan dan ilmu pendidikan, 2(92), hal.82–88. sudarmin & suyanti, r. d. (2012). potret kemampuan generik sains pengamatan calon guru kimia dan implikasinya pada pembelajaran kimia. http://jurnal.pdii.lipi.go.id/admin/jurnal/11093 541.pdf. sugiyono. (2012). statistika untuk penelitian. cetakan ke-21. bandung: alfabeta. sugiyono. (2010). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. wahyana. (2001). perencanaan dan pengelolaan pembelajaran ipa. jakarta: pusat penerbitan universitas terbuka. http://www.p21.org/our-work/p21-framework http://jurnal.pdii.lipi.go.id/admin/jurnal/11093541.pdf http://jurnal.pdii.lipi.go.id/admin/jurnal/11093541.pdf 37 5 (1) (2020) 37-45 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal analysis of learning implementation plan (lip) of explanation text in class xi senior high school for curriculum 2013 harits agung wicaksono 1, rahayu pristiwati 2 1 universitas negeri semarang, indonesia info articles ____________________ history articles: submitted 20 february 2019 revised 11 march 2020 accepted 25 march 2020 ____________________ keywords: learning implementation plan, explanation text, syllabus. _________________________ abstract _________________________________________________________________ the aim of this study is to explain the suitability and discrepancy analysis of the learning implementation plan (lip) teaching materials on explanatory text teaching of indonesian subjects in class xi senior high school of curriculum 2013 revised with a syllabus. the method used by researchers is a descriptive qualitative method, with note-taking techniques. the researcher reads the theory from reference sources such as books, articles, or laws and regulations, while supporting data analysis is recorded from the object of research. the results of the analysis of the learning implementation plan (lip) are adjusted to the syllabus which emphasizes several components, including: (1) subject identity, (2) indicators of competency achievement, (3) learning objectives, (4) teaching materials, (5) learning resources , (6) learning media, (7) learning activities, and (8) assessment. in the analysis conducted by researchers, five components of the lesson plan were found to be in accordance with the syllabus, among others, (1) subject identity, (2) teaching material, (3) learning resources, (5) learning activities, and (5) assessment. in addition, there are three components that are not in accordance with the syllabus found by the researchers in the three lip, including (1) indicators of competency achievement, (2) learning objectives, and (3) learning media.  address correspondence: email: haritsagungwicaksono@gmail.com p-issn 2528-505x e-issn 2615-6377 harits agung wicaksono and rahayu pristiwati/international journal of active learning 5 (1) (2020) 38 introduction educators need to plan learning to be carried out. the plan includes the preparation of a learning implementation plan (lip). learning implementation plan (lip) is a plan of face-to-face learning activities for one or more meetings. the lip was developed from the syllabus to direct learners' learning activities in an effort to achieve basic competence (permendikbud, 2016). the learning implementation plan serves as a reference for carrying out the teaching and learning process in the classroom to be more effective and efficient (usman, 2005). in formal learning activities, educators are required to prepare lesson plans as administrative requirements. every educator in the education unit is obliged to prepare a complete and systematic lesson plan so that learning takes place interactively, inspiratively, fun, efficiently, as well as providing sufficient space for initiative, creativity, and independence in accordance with the talents, interests, and physical and psychological development of students. preparation of learning implementation plan (lip) can be adjusted to the syllabus which focuses on several components, including: (1) subject identity, (2) indicators of competency achievement, (3) learning objectives, (4) teaching materials, (5) learning resources , (6) learning media, (7) learning activities, and (8) assessment. the principles for the compilation of the lip are contained in minister of education and culture regulation no. 22 of 2016 concerning basic and secondary education standards. educators can examine these vital components in order to facilitate the design of learning. however, there are still many draft lips carried out by village educators who do not meet the standards. an analysis of the lip of indonesian subjects was conducted by wikanengsih, et al, (2015) with the title analisis rencana pelaksanaan pembelajaran (rpp) mata pelajaran bahasa indonesia (studi terhadap rpp yang disusun guru bahasa indonesia tingkat smp di kota cimahi) which explains that the lesson plans prepared by respondents contain many inconsistencies with the contents of permendiknas number 41 of 2007 in the components of the formulation of learning objectives; presentation of teaching materials and their organizations; clarity and detail of learning scenarios; technical suitability/learning methods, and completeness of assessment instruments. furthermore, in a study conducted by bangun (2017) by title analisis kesesuaian antara komponen rpp bahasa indonesia kelas vii di smp negeri 14 langsa dan kurikulum 2013 shows that there is a discrepancy between the indonesian language lesson plans that were compiled by four teachers in smp negeri 14 langsa with permendikbud number 81 a 2013 in the component formulation of competency achievement indicators; accuracy in using operational verbs; presentation of teaching materials and their organizations; suitability between learning resources and the character of the 2013 curriculum; clarity and detail of learning scenarios; and suitability of learning techniques/methods; and completeness of assessment instruments. this shows that there are still some educators who are not yet competent in designing lesson plans properly. in indonesian language learning, the 2013 curriculum is text based learning. various types of texts are taught in learning activities. one of them is the explanatory text which becomes the teaching material in indonesian curriculum 2013 subjects. kosasih (2014) explains the explanatory text is the text that explains the relationship of events or the process of something happening (in full). explanation text is text that describes a phenomenon that contains identification, cause and effect, and the interpretation or response of the author. phenomena in explanatory texts can be natural phenomena, social phenomena, and culture. the study of texts on the expansion of natural events includes landslides, floods, volcanic eruptions, and earthquakes. then the text study explores social phenomena, such as unemployment, poverty, garbage, and corruption. furthermore, the study of explanatory texts about culture includes cultural developments, regional arts, and so on. the lip design of explanatory text teaching materials can be adapted to the syllabus which focuses on several related components. foresight educators in understanding these components can affect the success of learning activities. each component shows an overview of the learning activities to be carried out. although there is harits agung wicaksono and rahayu pristiwati/international journal of active learning 5 (1) (2020) 39 improvisation in its implementation, educators can refer to the lip in organizing learning activities. a good lesson plan design and in accordance with the standards is expected to achieve learning objectives. therefore, the researcher tries to analyze some lip regarding the suitability and incompatibility with the standard to be used as a reference for educators in understanding the components in the lip. based on the aforementioned problems, this research needs to be carried out in order to explain (a) the contents of the learning implementation plan (lip) of explanatory text, (b) the suitability of the learning implementation plan (lip) of explanatory text teaching material with the syllabus, and (c) the discrepancy of the learning implementation plan (lip) lip) explanatory text teaching material with syllabus. so that with reference to the research data can be a reflection for educators to develop their professionalism and increase their understanding of the components in the lesson plan. methods this type of research is a qualitative research using descriptive methods. qualitative research is research that intends to understand the phenomena experienced by research subjects. that phenomenon can be in the form of behavior, perspective, motivation, action and others holistically. the phenomenon is written by describing in the form of words and language by utilizing various natural methods (moleong, 2012). meanwhile, a descriptive approach is a research method aimed at describing existing phenomena that are taking place at present or in the past by not manipulation or change in independent variables, but rather describing the conditions as they are (sukmadinata, 2013). data collection techniques are ways or strategies to obtain the data needed to answer questions (moleong, 2012). researchers determine the value held by the object of research through these measurements. the technique used is note taking. theoretical data is read from reference sources in the form of books and scientific articles, while data that supports analysis are recorded from the research object. according to silalahi (2010) data is the result of empirical observations and measurements that reveal facts about the characteristics of a particular symptom. the data in this study are components in the lesson plan consisting of (1) subject identity, (2) indicators of competency achievement, (3) learning objectives, (4) teaching materials, (5) learning resources, (6) learning media , (7) learning activities, and (8) assessment. the data source in this research is the learning implementation plan (lip) of explanatory text material for indonesian subjects in class xi revised high school curriculum 2013 from three schools, among others, sma negeri 2 boyolali, sma negeri 1 magelang, and sma negeri 9 semarang. in this case, the analysis was conducted by the researcher identifying each component in the lesson plan. next, the researcher writes the results of the analysis and presents it in the article. data analysis is an effort to organize, sort out, search and find patterns, and synthesize data as a whole so that it is easy to understand (moleong, 2012). presentation of the results of data analysis in this study using non-formal methods. researchers use ordinary words in describing the results of data analysis. of course, by using nonformal methods, the explanation of the rules will seem detailed and decompose (sudaryanto, 2015). results and discussion presentation of the contents of the implementation text learning plan (lip) analysis of learning implementation plan (lip) needs to be adjusted to the syllabus which emphasizes several components, including: (1) subject identity, (2) indicators of competency achievement, (3) learning objectives, (4) teaching materials, (5) learning resources , (6) learning media, (7) learning activities, and (8) assessment. following is an analysis of the components of the learning implementation plan (lip) adjusted to the 2013 curriculum syllabus. following is the presentation of the contents of the learning implementation plan (lip) of explanatory texts that refer to the revised 2013 syllabus curriculum. harits agung wicaksono and rahayu pristiwati/international journal of active learning 5 (1) (2020) 40 table 1. results of lip analysis in sma negeri 2 boyolali no analyzed components analysis results 1 completeness of subject identity the identity of the subjects is written in full, accompanied by school, class/semester data, subject identity, subject matter, and time allocation. 2 indicators of competence achievement a) indicators of competency achievement in accordance with cc. b) bc in the lesson plan is not in accordance with the subject matter. c) there are two indicators that are not in accordance with operational verbs. 3 learning objectives a) learning objectives are in accordance with cc. b) the learning objectives are in accordance with bc. c) the learning objectives are in accordance with operational verbs. d) the formulation of learning objectives is very clear (does not cause multiple interpretations). 4 teaching material a) the teaching material is in accordance with the objectives and characteristics of students. b) organizing instructional materials looks tangible, as well as systematic material and suitability with the allocation of time. 5 learning resources a) learning resources in accordance with cc and bc. b) learning resources in accordance with the scientific approach. c) learning resources are in accordance with the character of the 2013 curriculum. 6 learning media a) learning media is not appropriate with bc. b) learning media is not in accordance with the learning objectives. c) learning media is not appropriate with the scientific approach. 7 learning activities a) in learning activities include preliminary activities. b) in learning activities include scientific activities in the core activities. c) in learning to include closing activities. d) learning scenarios are presented in detail and clearly (each step is reflected in the strategy/method and time allocation at each stage). 8 assessment a) assessment in accordance with indicators of competency achievement. b) complete assessment instruments, there are questions, questions grid, assessment rubrics, and scoring guidelines. the next analysis is the lip of sma negeri 1 magelang which can be presented in the following table. table 2. results of lip analysis of sma negeri 1 magelang no analyzed components analysis results 1 completeness of subject identity the identity of the subjects is written in full, accompanied by school, class/semester data, subject identity, subject matter, and time allocation. 2 indicators of competence achievement a) indicators of competency achievement in accordance with cc. harits agung wicaksono and rahayu pristiwati/international journal of active learning 5 (1) (2020) 41 b) indicator in accordance with bc. c) there are two indicators that are not in accordance with operational verbs. 3 learning objectives a) learning objectives are in accordance with cc. b) the learning objectives are in accordance with bc. c) the learning objectives are in accordance with operational verbs. d) the formulation of learning objectives is very clear (does not cause multiple interpretations). 4 teaching material a) the teaching material is in accordance with the objectives and characteristics of students. b) organizing instructional materials looks tangible, as well as systematic material and suitability with the allocation of time. 5 learning resources a) learning resources in accordance with cc and bc. b) learning resources in accordance with the scientific approach. c) learning resources are in accordance with the character of the 2013 curriculum. d) the need for additional textbooks to enrich learning resources. 6 learning media a) learning media is not appropriate with bc. b) learning media is not in accordance with the learning objectives. c) learning media is not appropriate with the scientific approach. 7 learning activities a) in learning activities include preliminary activities. b) in learning activities include scientific activities in the core activities. c) in learning to include closing activities. d) learning scenarios are presented in detail and clearly (each step is reflected in the strategy / method and time allocation at each stage). 8 assessment a) assessment in accordance with indicators of competency achievement. b) complete assessment instruments, there are questions, questions grid, assessment rubrics, and scoring guidelines. in the next analysis, the researcher found several components that were not in accordance with the 2013 curriculum. following were the explanation of these components. table 3. results of lip analysis of sma negeri 9 semarang no analyzed components analysis results 1 completeness of subject identity the identity of the subjects is written in full, accompanied by school, class/semester data, subject identity, subject matter, and time allocation. 2 indicators of competence achievement a) indicators of competency achievement in accordance with cc. b) indicator in accordance with bc. c) indicators in accordance with operational verbs. 3 learning objectives a) learning objectives are in accordance with cc. b) learning objectives are not in accordance with bc. c) learning objectives are not in accordance with operational verbs. harits agung wicaksono and rahayu pristiwati/international journal of active learning 5 (1) (2020) 42 d) learning objectives need to be mapped again to be more specific. 4 teaching material a) the teaching material is in accordance with the objectives and characteristics of students. b) the organization of teaching materials is very fragile, so is the systematic material and its suitability with the allocation of time. 5 learning resources a) learning resources in accordance with cc and bc. b) learning resources in accordance with the problem based learning model. c) learning resources are in accordance with the character of the 2013 curriculum. d) the need for additional textbooks to enrich learning resources. 6 learning media a) learning media in accordance with bc. b) learning media in accordance with learning objectives. c) learning media in accordance with the problem based learning model. 7 learning activities a) in learning activities include preliminary activities. b) in learning activities include problem based learning activities in the core activities. c) in learning to include closing activities. d) learning scenarios are presented less detailed and clear (there is no time allocation at each stage). 8 assessment a) assessment in accordance with indicators of competency achievement. b) complete assessment instruments, there are questions, questions grid, assessment rubrics, and scoring guidelines. analysis of the compliance of the learning implementation plan (lip) for expansion text and syllabus the suitability of the three learning implementation plans (lips) of explanatory texts with the syllabus analyzed can be conveyed as follows: (1) in the complete component of subject identity complete with school, class/semester data, subject identity, subject matter, and time allocation in the three lesson plans. (2) components of competency achievement indicators in accordance with kd or ki which contain operational verbs at each point. each indicator refers to the relevant bc which is broken down into several points. (3) learning objectives are in accordance with related indicators, bc, and ki. learning objectives include operational verbs that are referred to in the indicator referred to. the formulation of learning objectives is very clear (does not cause multiple interpretations). in table 3, the learning objectives are generally conveyed including the components of the indicators referred to. (4) teaching materials are in accordance with the objectives and characteristics of students. the organization of teaching materials is seen as tangled, as well as the systematic aspects of the material and its suitability with the allocation of time. (5) in table 1, learning resources are in accordance with ki, kd, scientific approaches, and 2013 curriculum characters. in the second lip, learning resources are in accordance with ki, kd, scientific approaches, and 2013 curriculum characters. the textbooks used are textbooks 2013 curriculum provided by the government. in the third lesson plan, learning resources are in accordance with ki, kd, model problem based learning, as well as the character of the 2013 curriculum. related to the manual used is the 2013 curriculum textbook provided by the government. harits agung wicaksono and rahayu pristiwati/international journal of active learning 5 (1) (2020) 43 (6) learning media in the first lesson plan using worksheet media, white board/lcd board. not much different, in the second lesson plan, learning media used include worksheets, white boards/lcd boards. furthermore, in the third lesson plan, learning resources are in accordance with ki, kd, model problem based learning, and the character of the 2013 curriculum. (7) learning activities in the first lesson plan include preliminary activities, scientific activities in the core activities, and closing activities. learning scenarios are presented in detail and clearly (each step is reflected in the strategy/method and time allocation at each stage). in the second lesson plan, learning activities include preliminary activities, scientific activities in the core activities, and closing activities. learning scenarios are presented in detail and clearly (each step is reflected in the strategy/method and time allocation at each stage). in the third lesson plan, learning activities include preliminary activities, problem based learning activities in the core activities, and closing activities. learning scenarios are presented in detail and clearly (each step is reflected in the strategy/method and time allocation at each stage). (8) rating of the three lip is in accordance with indicators of competency achievement. complete assessment instruments, there are questions, questions grid, assessment rubrics, and scoring guidelines. analysis of incompatibility of learning implementation plan (lip) expansion text with syllabus based on the results of the lip analysis in table 1, the discrepancies between components compiled with the 2013 curriculum can be identified. the discrepancies can be described as follows: (1) in the indicator component, there are two components which are not suitable, among others: (a) bc which is not in accordance with the material being taught. the learning plan in the lesson plan discusses explanatory texts, but in the lesson plan includes the exposition text kd, (b) there are two indicators that are less appropriate to operational verbs in the basic competency. in this case, the indicators of knowledge target learners until the discovering stage, while the operational verbs in kd have a higher level of competence than the indicator, which is to identify. then, in basic competency skills targeting students are able to develop explanatory text content, the word is less synchronous with the verb in the indicator developed, which presents results. (2) learning media are not suitable with bc, learning objectives, and scientific approach. in the learning design using whiteboard/white board media, lcd which incidentally is a learning aid. worksheets are the only learning media used. the use of various learning media certainly needs to be done so that learning is more varied and enjoyable. it can be seen that the results of the lip analysis in table 2, there are two components that are not in accordance with the 2013 curriculum. the two components can be described as follows. (1) there are two indicator points that are not in accordance with operational verbs in bc. similar to the analysis of the previous lesson plan, in the knowledge indicator of this lesson plan, students' achievement reaches the finding stage, while operational verbs in basic competency have a higher level of competence than the indicator, which is identifying. then, in basic competency skills targeting students are able to develop explanatory text content, the word is less synchronous with the verb in the indicator developed, which presents results. (2) in the learning media component, it is indicated that it is not appropriate with bc, learning objectives, and scientific approach. in the learning design using whiteboard/white board media, lcd which is a learning aid. in the learning plan, what can be said as a learning media is a worksheet. there is a need for a variety of learning media to help educators increase student interest in learning. from the analysis of table 3, it can be explained three components that are not in accordance with the 2013 curriculum. these components include, among others, indicators of competency achievement, learning objectives, and learning activities. next is the presentation of the three component incompatibility. (1) the learning objectives in the lip need to be adjusted according to related indicators, bearing in mind the strong link between the indicators harits agung wicaksono and rahayu pristiwati/international journal of active learning 5 (1) (2020) 44 and learning objectives. the lip does not mention or not fully cover all of the existing indicators. it is necessary to map learning objectives to be more specific, so that concrete achievements are clear. discussion learning implementation plan serves as a reference for implementing teaching and learning in the classroom to be more effective and efficient (usman, 2005). learning activities will be more organized with the learning implementation plan. the formulation of the learning implementation plan (lip) needs to be adjusted to the syllabus which focuses on several components, including: (1) the identity of the subject, (2) indicators of competency achievement, (3) learning objectives, (4) teaching materials, (5) sources learning, (6) learning media, (7) learning activities, and (8) assessment. the formulation of the eight components is adjusted to the situation and condition of each school environment. writing systematics refers to permendikbud, but related to matters that are conditional in nature tailored to the relevant school environment. nevertheless, there are still many mistakes or discrepancies in the writing of lip in the field. it can be seen, in the analysis conducted by the researcher on the lip of the explanatory text teaching materials on indonesian subjects, there are various components that are not in accordance with the standards. in this study there are five components that are in accordance with the standards in the three lips analyzed, (1) identity of subjects, (2) teaching materials, (3) learning resources, (5) learning activities, and (5) assessment. in the identity of subjects consisting of school identity, class / semester, subject matter, and time allocation, it is very rare to find discrepancies that occur. mistyping is the biggest potential problem in the first component. regarding the time allocation component, educators first prepare annual programs and semester programs so that the time division is more ideal. need for educators foresight so that organizing time can be done well. in addition, the components that are in accordance with the standards include, teaching materials, learning resources, learning activities, and assessment. in the three lesson plans analyzed by researchers on these components there needs to be an educator's creativity to create an active and fun class. in this case, creativity is very supportive in improving the quality of learning. in the lip analyzed by researchers, it is necessary to increase creativity in implementing learning components so that they can be adapted to technology-based millennial era learning patterns. educator efforts need to be synchronized between several components in order to achieve learning objectives. in addition, there are three components that are not in accordance with the standards found by researchers in some of these lips, including (1) indicators of competency achievement, (2) learning objectives, and (3) learning media. in the indicator component, a discrepancy is found that there is a text error learned and the formulation of the kd becomes an indicator that is less precise so that it affects the other components. in the learning objectives of the third lesson plan delivered globally, it is actually necessary to refer to each indicator point to synchronize the learning objectives and the indicators developed. furthermore, the learning media used in the first and second lesson plans need variations that are adapted to ki, kd, models/approaches used, as well as the character of the 2013 curriculum. conclusion the design of learning implementation plan (lip) is adjusted to the syllabus which emphasizes several components, including: (1) the identity of the subject, (2) indicators of competency achievement, (3) learning objectives, (4) teaching materials, (5) learning resources, (6) learning media, (7) learning activities, and (8) assessment. the formulation of the eight components is adjusted to the situation and condition of each school environment. writing systematics refers to permendikbud, but related to matters that are conditional in nature tailored to the relevant school environment. nevertheless, there are still many mistakes or discrepancies in the writing of lip in the field. in this study there are five components that are in accordance with the standards in the three lips analyzed, (1) identity of subjects, (2) teaching materials, (3) learning resources, (5) learning activities, and (5) assessment. in addition, there are three components that are not in accordance with the standards found by researchers in some of these harits agung wicaksono and rahayu pristiwati/international journal of active learning 5 (1) (2020) 45 lips, including (1) 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(2015). analisis rencana pelaksanaan pembelajaran (rpp) mata pelajaran bahasa indonesia (studi terhadap lip yang disusun guru bahasa indonesia tingkat smp di kota cimahi). jurnal ilmiah p2m stkip siliwangi, vol. 2, no. 1, (mei 2015). https://doi.org/10.22460/p2m.v2i1p106-119.170 26 5 (1) (2020) 26-36 international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal english students’ character reflected in teaching and learning of seminar on linguistics course sri haryanti, ana setyandari universitas widya dharma klaten, indonesia info articles ____________________ history articles: submitted 28 november 2019 revised 11 january 2020 accepted 25 march 2020 ____________________ keywords: character, reflected, seminar _________________________ abstract _________________________________________________________________ this study aims to describe the students’ character reflected in seminar on linguistics course. the students’ character is limited to seven (7) types, namely: respect, honesty, courage, confident, communicative, curious, and cooperative. this course must be taken by vii semester students of the english education study program, teacher training and education faculty, university of widya dharma klaten. this course was attended by eighteen (18) students and guided by one (1) lecturer who became the source of research data. the research data are in the form of the results of notes on the teaching and learning process of seminar on linguistics which were collected by directly observing the teaching and learning process of seminar on linguistics. the collected data were analyzed by statistical method especially the mean value. the students’ character is measured by the rubric. the result of the analysis shows that the students’ character reflected in seminar on linguistics course is very good with a mean value of 17.  address correspondence: email: yanti.unwidha@yahoo.com p-issn 2528-505x e-issn 2615-6377 sri haryanti et al. / international journal of active learning 5 (1) (2020) 27 sri haryanti et al. / international journal of active learning 5 (1) (2020) 28 introduction character is one of educational essences which is also meant the development of life skills. this term has been very familiar in teaching and learning processes. even in curriculum 2013 each language skill should relate to character. it can be realized that human being wherever he is needs to manifest it in every aspect of life, such as economic, political, social, cultural and educational problems. it was said by (fitriasari, 2011) that good character is not formed automatically; it is developed over time through a sustained process of teaching, example, learning and practice. it is developed through character education. character education aims at improving students’ kindness, namely to be young people who are smart, care, and give priority to good values in their actions (battistich, 2010). character education is value, character, moral, noble character educations that aim to develop students' ability to make good and bad decisions, maintain what is good and realize that goodness in everyday life wholeheartedly (balitbang, 2011). the strategy of character education can be through three pillars, namely curriculum, model, and learning method (rahayu, 2012). education aim in relation to spiritual competences is developing students’ potencies to be the persons who believe in god and obey his rules and have excellent attitude/behaviour; in relation to personal competences is developing students’ potencies to be democratic and responsible persons. these characters become the focus in creating indonesian personals. democratic and responsible characters for higher education, especially in english education study program can be trained or practised in seminar sessions. english education study program in university of widya dharma klaten has two kinds of seminar courses, namely seminar on language teaching and seminar on linguistics. seminar is as a means for the students to share their knowledge. it is in line with the pedagogical and intellectual competencies that aim at developing students’ potencies to have knowledge, to be smart, creative and independent. (leuven, 2019) stated that practically seminar or tutorial is not only the transfer of knowledge, but also students’ active involvement. whether it is about exercises, feedback on a seminar or practising skills. it is also based on the statement that teacher professional development should provide an opportunity for in-service english teachers to explore their teaching practice and to critically evaluate themselves as professionals (richards & lockhart, 1994); (wallace, 1991). there is a belief that professional development constitutes an important part of being a teacher (cirkovic-miladinovic, 2014). seminar sessions may not provide panaceas but may contribute to a continuous process of learning and improving teaching skills (cirkovic-miladinovic, 2016). every student has certain characters. gillespie and becker said that family members and the places we grew up are often important catalysts for reconstructing and understanding ourselves (gillespie, 2013). betty friedan said that “family” is not just a buzz word for reactionaries; for women, as for men, it is the symbol of the last area where one has any hope of control over one’s destiny, of meeting one’s most basic human needs, of nourishing that core of personhood, threatened now by vast impersonal institutions and uncontrollable corporate and government bureaucracies (gillespie, 2013). people who want to communicate and to convey their meaning correctly must study one of the linguistic aspects which is usually called grammar. in addition, linguistics is very much needed in developing students’ language skills. in speaking skill the students need phonetics which studies how to produce english vowels and consonants and combine them to be word(s). in writing skill the students need morphology, syntax, and semantics which guide the students to construct words and constructions having clear and understandable meanings. based on the statements above, it is better for students to pay attention to the factors above in conducting a seminar. the students and their lecturer need to have a commitment that in teaching and learning of seminar on linguistics, both of them apply their good characters. it is because seminar needs a conducive academic situations where the students can express their ideas freely either orally or written. although the seminar is intended to train a student to make a paper, present it before his/her friends, answer sri haryanti et al. / international journal of active learning 5 (1) (2020) 29 questions, give argument, and to accept suggestion/ideas, he/she should act as in the real seminar. seminars advocate and support experiential learning where students are contributors in finding truth and forming their own perspective of the truth through experience (aubrey & riley, 2016); piaget & vygotsky as cited in (passarelli & kolb, 2011). the writers’ reasons for choosing the topic are that the writers are interested in identifying students’ characters in seminar on linguistics course because they are inherent in their daily lives. it is in line with (dost & hafshejani, 2017) statement that recent studies in the field of language learning and teaching point out that many learning style theories, teaching and learning activities are linked to personality (hohn, 1995). the systematic study of the role of personality in second language acquisition can lead to a better perception of language learning processes and the development of effective teaching methods. it was also stated by cook (1993:3) in (lestari, sada, & suhartono, 2015) “there are three reasons for being interested in personality, namely to gain scientific understanding, to access people and to change people”. for cook, to gain scientific understanding of a person’s personality concerns with or involves the theory of a personality; while the second reasons means that personality can be as an access to understand a person behaviour and attitude, then could change a person, the two reasons are relevant and can be applied in real life situation. there are also assumptions that students bring to the classroom not only their cognitive abilities, but also effective states which influence the way they acquire the language. based on the statements above, the writers carried out the research related to personality, but in this case they focus on character. the students’ characters are very important in creating the situation and condition of the seminar. the teaching and learning of seminar will be interesting and alive when the students can keep their good characters. the problem concerning with this study can be formulated into the following question: how is the students’ character reflected in seminar on linguistics course? this study is limited to the students of english education study program, teacher training and education faculty, university of widya dharma klaten in academic year 2018/2019 in seminar on linguistics course. by this study it is hoped that it will be useful for the development of english teaching in general and the application of students’ character in seminar on linguistics course. besides, the students can reflect their good characters in seminar on linguistics course, especially in delivering the material of the discussion, giving arguments, asking the questions, giving and accepting suggestions and criticisms. literature review character applies to the aggregate of moral qualities by which a person is judged apart from intelligence, competence, or special talents. character comes ultimately from the greek charaktēr (“mark, distinctive quality”), which passed through latin and french before landing in english. the greek noun itself is derived from the verb charassein, meaning “to sharpen, cut in furrows, or engrave.” (webster, 2019) proposes 20 essential traits of good character as follows: integrity, honesty, loyalty, respectfulness, responsibility, humility, compassion, fairness, forgiveness, authenticity, courageousness, generosity, perseverance, politeness, kindness, lovingness, optimism, reliability, conscientiousness, selfdiscipline. character discussion is usually directly related to character education. according to (agboola & tsai, 2012), character education is a growing discipline with the deliberate attempt to optimize students’ ethical behavior. the outcome of character education has always been encouraging, solidly, and continually preparing the leader of tomorrow. lecturer should guide the students to make them aware of the character education that appears in the teaching and learning process of seminar on linguistics. the characters that often appear in it are respectful, honest, brave, confident, communicative, curious and cooperative with other individuals. based on the statement above, the researchers want to know whether or not those characters can be found in the teaching and learning process of seminar on linguistics. sri haryanti et al. / international journal of active learning 5 (1) (2020) 30 lauren bryant stated that in the last twenty to thirty years, starkey notes, broader interest in character traits—fostering good ones, avoiding bad ones—has surged. amid this resurgence of interest—“responsibility. courage. compassion. honesty. friendship. persistence. faith. everyone recognizes these traits as essentials of good character,” “everyone” may agree on which traits are good and which are bad, but according to starkey, there has been little analysis which led starkey to undertake his “basic research” on character traits. starkey’s goal is to develop a robust new theory about character traits—their components and their relationship to human thought, feeling, and action. in starkey’s view, character traits are deeply rooted in and determined by values and our specific character traits are a product of which values come to the fore and drive our behavior. in starkey’s theory, values can, and do, change. “character traits are tied to values, but values are not static things. “the perceived importance of a value is not fixed. values have a force in our lives, but a value’s force can diminish.” (lauren j. bryant in (glimpse, 2019). the teaching and learning process of seminar on linguistics cannot be separated from student’s learning styles. according to brown the way we learn things in general and the particular attack we make on a problem seem to hinge on a rather amorphous link between personality and cognition: this link is referred to as cognitive style. when cognitive styles are specifically related to an educational context, where affective and physiological factors are intermingled, they are usually more generally referred to as learning styles (brown, 1994). learning styles mediate between emotion and cognition. people’s styles are determined by the way they internalize their total environment, and since that internalization process is not strictly cognitive, we find that physical, affective, and cognitive domains merge in learning styles (brown, 1994). according to (brown, 1994), there are two kinds of styles, field-independent style and fielddependent style. fieldindependent style is the ability to perceive a particular item or factor in a field of distracting items. field-dependent style is the tendency to be dependent on the total field so that the parts embedded within the field are not easily perceived, though that total field is perceived more clearly as a unified whole. based on theories above the students’ learning styles can be seen in their product in the form of articles. their articles are concerned with their cognitive domain; their ways of delivering the contents of articles, answering the questions, accepting suggestions are concerned with physiological and affective domains. the students’ field-independent style and field-dependent style can also been seen in seminar on linguistics course. in joining seminar on linguistics course the student needs communicative competence. ”the term “communicative competence” according to savignon (1983:9) in (brown, 1994) is relative, and absolute, and depends on the cooperation of all the participants involved. there are four different components or subcategories of communicative competence: grammatical competence, discourse competence, sociolinguistic competence, and strategic competence (brown, 1994). in this study the writers focus on grammatical competence and sociolinguistic competence. their grammatical competence is shown in the structures of phrases and sentences. it will show how the students express their ideas through words combined in correct and acceptable constructions. their sociolinguistic competence is shown in the presenters’ way to communicate with the participants of the seminar and their choice on the appropriate language function. there are four particularly common types of oral classroom communication (pollard & triggs, 1997), they are expositions, question-and-answer exchanges, discussions and listening. in expositions the speaker describes, informs, instructs, or explains; question-and-answer exchanges are used to test and check purposes where there is often one right answer as well as to encourage thinking, speculation, to develop understanding; during discussions the participants (whole class or small group) explore ideas and feelings together; in listening the receiver hears and responds to the other people’s speech. in seminar sessions, the four types of classroom communication above are used. every communicative situation is at least a two-way process, we need to consider the speakers as well as sri haryanti et al. / international journal of active learning 5 (1) (2020) 31 the listeners. in an exposition situation the listeners are not likely to participate verbally very much. the listeners must listen, must be able to react and show if understanding has taken place, or if not must be able to ask for clarification. in addition, the listeners may also want to respond more actively. hence expositions can sometimes become discussions. the seminar method is the most modern and advanced method of teaching. it is an instructional technique, involves generating a situation for a group to have a guided interaction among themselves on a theme, and refers to a structured group discussion what usually follows a formal lecture or lectures often in the form of an essay or a paper presentation on a theme (madhavan, 2019). the majority of students perceived seminars as a good method of teaching that engaged them actively in critical thinking by raising questions on literary texts, sharing ideas and improving their communication and presentation skills (pala, 2016). according to ruhr seminar will give people with different mathematical backgrounds the opportunity to present their favourite mathematical topic in a relaxed and informal ambient. either a research result or a general introduction of an area of interest are welcomed as subject. the talk should be presented in a simple way so that as many people as possible can understand it. the style of the presentation is left to the speaker. it can be either a beamer or blackboard presentation of about 60 min. this can be followed by questions and discussions in a relaxed atmosphere, supported by coffee, cookies etc. (ruhr, 2019). the idea of seminar is to present, in each lecture, a short introduction to some basic mathematical concept. the aim is not for the audience to become experts on the subject but rather to develop a better understanding and gain some working knowledge of the concepts presented (ruhr, 2019). the seminar method is utilized to realize the higher objectives of cognitive and affective domains. cognitive objectives covers to develop higher cognitive abilities, to develop the ability of responding in this manner would involve higher cognitive actions, to develop the ability of keen observation of experience, feelings and to develop the ability to seek clarification and defend the ideas of others effectively. affective objectives covers to develop the feeling of tolerance to the opposite ideas of others, to develop the feelings of cooperation without her colleagues and respect of the ideas and feelings of others, to develop the emotional ability among the participants of the seminar, and to acquire the good manners of putting questions and answering the questions of others effectively. according to singh there are also two objectives of seminar: cognitive and affective (singh, 2013). usually a seminar has been conducted with the following team of organizing body: chairperson or president/convener of seminar, organizing secretary of seminar, chairperson of the technical session of seminar, speaker of seminar, participants/paper presenters of seminar (madhavan, 2019). method the strategy used in this study is quantitative. descriptive method is also used in this study. it tries to solve problems that exist in the present, which is actual in nature. in this study, the data are the results of observation to the teaching and learning process of seminar on linguistics followed by the seventh semester students of english education study program. it involves students’ presenting their paper, asking questions, answering questions, giving and responding arguments, giving and accepting suggestions. the number of the students is eighteen (18) that became the sources of the data because they take seminar on linguistics course. in this study, the writers use ‘observation method’ to collect the data of the students’ activities during seminar. they observed the students’ characters mentioned before then took notes all of them. having been collected, the data were analyzed by using statistical method in the form of mean score. it is implemented in the form of the rubrics scoring which was used as the bases to make the description of the data. besides, the writers also applied qualitative analysis. seliger and shohamy stated that qualitative research is a research which is concerned with providing sri haryanti et al. / international journal of active learning 5 (1) (2020) 32 description of phenomena that occurs naturally, without the intervention of an experiment or an artificially contrived treatment (seliger, 1989). to know the students’ character the writers needed score. the scoring rubric that was used to assess the students’ character can be seen as follows: table 1. the scoring rubric of character result and discussion result the students’ characters in this research are focused on seven kinds namely respectful, honest, brave, confident, communicative, curious, and cooperative. each character is then subdivided into three items as follows. 1. respectful a. respect to lecturer’s rules, b. respect to discussants’ question, suggestion, idea, criticism, c. respect to presenter’s explanation, answer, argument. 2. honest a. mention/write reference of quotation, b. express explicitly when not knowing the answer of question, c. express explicitly when not knowing the content of material. 3. brave a. present the material without trembling/nervous, b. ask question without being chosen/spontaneously, c. express his own ideas/not only based on theories. 4. confident a. consult draft of the paper to lecturer, b. express ideas openly, c. answer question in a short time/immediately. 5. communicative a. ask some ideas and suggestions to lecturer, b. ask question when not understanding the paper content, c. explain the material clearly. 6. curious a. take theories from books, journals, and other references, b. ask question in detail, c. always be active to take part in a discussion. 7. cooperative a. make a date with lecturer to consult draft of the paper, b. consult to lecturer for the revised paper, c. deliver the material/ideas by paying attention to the listener/participant. in analyzing students’ character, the writers apply two options only, ‘yes’ and ‘no’. ‘yes’ means that the student reflects that kind of character in seminar on linguistics course, and ‘no’ means that the student does not reflect it. there are three items for each aspect, so the total is twenty one items (21). from the number of it the writers can count the number of character being reflected. the students’ character, its classification and percentage can be seen on table 2 below. table 2. the students’ character and its classification sri haryanti et al. / international journal of active learning 5 (1) (2020) 33 the total number of students’ character is 304 resulting the mean as follows: m = x x 100% n = 304 x 100% 18 = 16.88 rounded into 17 it can be stated that the students’ character reflected in seminar on linguistics course is very good. from each item of character identified, the writers can describe it in detail. during the seminar nearly most of presenters and participants respected each other. when the presenter delivers his/her material, the discussants paid much attention to the explanation, accepted the answer of question and argument. in the reverse, when the discussants asked questions, gave suggestions, ideas, criticism, the presenter was also very respectful. however, from the way the students’ preparation of the paper, the lecturer was rather disappointed because they did not take the chance given by the lecturer well. they tended to consult their draft of paper in a short time, mostly three (3) days before the schedule of presentation. based on the rule the students who will present their paper in one following week, they should finish their paper and give it to principal discussants at least two (2) days before the seminar. concerning the execution of seminar, the lecturer applies two kinds of discussants, principal and general discussants. principal discussants have responsibility to review the paper concerning with its organization, language, and content. besides that they can also ask some questions, add some theories, or give suggestion or criticism. general discussants can also do what principal discussants do after the principal discussants. honest character shows that the students are accustomed to mentioning the writers of the books, journals, and other references when they take their ideas or opinions. before consulting to lecturer, when they took the statements from experts they did not give the limit of quotation. as the result, the reader did not know which sentences expressed by the expert and which sentences expressed by the writer of paper. sometimes they did not write the source of quotation resulting as if the statements were their own sentences. therefore, consulting draft of paper to lecturer gives them some benefits. they can know where they should put the name of expert, year when the book/journal was written, and page where sentences are expressed. they also know when they use the words according to, state that, in line with, etc. the students expressed explicitly when not knowing the answer of question. it can be seen from the sentences if you are not satisfied with my answer, we can ask to our lecturer; is my answer correct mom?; i think i cannot answer your question clearly, maybe our lecturer is willing to give a correct and clear answer. the students also expressed explicitly when not knowing the content of material. when they consulted to lecturer about the material, there were some students asking the content of material, even they asked lecturer to explain it in indonesian language. it is because the presentation is delivered in english. seen from brave character most of the students (12 students) were still nervous when they presented their ideas in front of their friends. according to the writers, it is usual because of some factors, such as there was their lecturer in the classroom who watched their all activities, they used english during seminar both in presenting the contents of paper and answering questions from participants, the lecturer also asked the presenter some questions. principal discussant had an obligation to review the paper. thus, they asked questions. whereas, general discussants could either or not ask questions. although the lecturer had informed that the student would get additional point when he/she asked question, only a few of them used the chance. some students asked questions just based on the task. moreover, the students still expressed the theories most of the presentation. there were still a few students (5 students) who were not brave enough to express their own ideas or sentences. in confident character fifteen (15) students consulted draft of the paper to the lecturer. as the result, they felt very confident to express their ideas. in measuring the time the students answered the question, lecturer gave the range of 1 minute to five minutes. if the student answered more than that, she classified it in answering question not in a sri haryanti et al. / international journal of active learning 5 (1) (2020) 34 short time or he/she could not answer the question immediately. concerning communicative character only three (3) students did not ask some ideas and suggestions to lecturer before presenting their paper. actually they had much time to do so because they got their turn in the middle session. their friends who got their turn in the beginning session had taken their chance to ask ideas and suggestion concerning with the organization, content, and many others. however, those three students did not take the good chance. when the students did not know exactly the content of the paper, especially the principal discussants, they asked more explanation to the presenter. it can be shown from their statements such as i cannot understand what you explain, would you give me more explanation about it?; can you show me again slide 4?; would you please explain again the concept of derivation?, etc. curious character involves taking theories from books, journals, and other references, asking question in detail, and always being active to take part in a discussion. the writers got information from the lecturer that most students took the material of paper from e-books. the lecturer obliged the students to take the material from at least two (2) journals either national or international journal. it was not more than three years from the year of seminar. many students asked in detail about the materials delivered by presenters although they had been discussed in previous semesters in linguistics courses namely phonology, morphology, syntax, semantics/pragmatics, sociolinguistics, and psycholinguistics. in seminar there was a new material which was not given in linguistics courses, namely discourse analysis. the students who got this field were very enthusiastic in finding out references and asking some questions to the lecturer. fourteen (14) students were active in following seminar. it can be seen from their curiosity and interest in the materials. they asked questions related to the topics discussed. both principal and general discussants took part and chance given by moderator of seminar. the moderator was chosen spontaneously by the lecturer before seminar. the consideration of it was he/she had been present in lecture, he/she had been fluent in speaking english, and he/she was hoped to be able to handle the discussion. cooperative character is reflected in the way the student cooperates with the lecturer. before presenting the paper the student should consult his/her preparation or draft of the paper to the lecturer concerning with such as the title whether it is suitable with the linguistics field or not, the content, the organization, and references. 83.33% of students took this chance. before consulting, the student made a date in order that he/she could meet face to face. since the student prepared the material well, he/she delivered it well and the listener/participant paid attention to him/her. unfortunately, only few students consulted their presented paper (33.34%). discussion of finding based on the result of analysis, the writers can give their ideas as follows. from respectful character item 1, three (3) students did not obey the lecturer’s rules. they did not consult their paper to the lecturer before presentation. as the result, their paper did not fulfill the criteria, such as the title did not relate to linguistics so the content was also not related. for item 2 only one (1) student did not respect to the discussants’ question, it was because she did not know it, so she just neglected it. in item 3, all of students did it. in general the students’ respectful character is very good on the average of 16.66 (92.59%). it is in line with rhon’s statement that with respectfulness character trait you treat yourself and others with courtesy, kindness, deference, dignity, and civility. you offer basic respect as a sign of your value for the worth of all people and your ability to accept the inherent flaws we all possess (rhon, 2016). concerning honest character, the students reflect their character through their having written some experts whose ideas were quoted by them and expressed their not understanding of the material yet. their honest character is good on the average of 13.66 (75.92%). according to (rhon, 2016) honesty is a character trait that is more than telling the truth. it's living the truth. it is being straightforward and trustworthy in all of your interactions, relationships, and thoughts. sri haryanti et al. / international journal of active learning 5 (1) (2020) 35 brave character is reflected in students’ bravery in presenting their paper, clarifying complex aspects of the theme, asking questions spontaneously because they have knowledge about the theme of seminar and have skill in questioning, and expressing their own ideas which were relevant to the discussion held in the seminar. the students’ brave character is good on the average of 12.33 (70.51%). students’ confident character is reflected in their independence in expressing ideas, in their competitiveness in answering question in a short time, and in their self-confidence in delivering opinion to the lecturer. it is also appropriate with the statement that from affective aspect persons who are more predominantly field-independent tend to be generally more independent, competitive, and self-confident (brown, 1994). having been counted, the students’ confident character is very good on the average of 15 (83.33%). the students’ communicative character is very good on the average of 15.66 (87.03%). it can be seen from how the students ask some ideas and suggestions to the lecturer, ask question when not understanding the paper content, and explain the material clearly. this finding is related to the term “communicative competence” proposed by savignon (1983:9) in (brown, 1994), which is relative, and absolute, and depends on the cooperation of all the participants involved. this competence is limited to grammatical competence as the aspect of communicative competence that encompasses knowledge of lexical items and of rules of morphology, syntax, sentence-grammar semantics, and phonology (canale and swain 1980:29 in (brown, 1994) and sociolinguistic competence as the knowledge of the sociocultural rules of language and of discourse, which requires an understanding of the social context in which language is used: the roles of the participants, the information they share, and the function of the interaction. the students’ curiosity character is very good on the average of 14.66 (81.47%). students’ curiosity was reflected in taking theories from books, journals, and other references, asking question in detail, and always being active to take part in a discussion. this finding is suitable with theory that the idea behind the seminar system is to familiarize students more extensively with the methodology of their chosen subject and also to allow them to interact with examples of the practical problems that always occur during research work (wikipedia, 2019). the students’ cooperative character is good on the average of 13 (72.22%). cooperative character is measured by students’ making a date with lecturer to consult draft of the paper, consulting to lecturer for the revised/presented paper, and delivering the material/ideas by paying attention to the listener/participant. conclusion analyzing the data, the writers can give the conclusion of the research. the mean is 17 which is categorized into very good. thus, english students’ character reflected in the process of teaching and learning seminar on linguistics is very good. during joining seminar sessions the students are respectful, honest, brave, confident, communicative, curious, and cooperative. the very good category is on respectful, confident, communicative, and curious characters. while, good category is on honest, brave, and cooperative characters. acknowledgments university of widya dharma klaten for the 2019 internal research grant references agboola, a., & tsai, k. c. 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(2019). seminar. retrieved from https://en.wikipedia.org/wiki/seminar 9 6 (1) (2021) 9-16 international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal the suitability of video learning media on youtube with poetry writing learning materials curriculum harits agung wicaksono1 rahayu pristiwati2 1universitas negeri semarang, indonesia info articles ____________________ history articles: submitted 28 desember 2020 revised 4 january 2021 accepted 7 january 2021 ____________________ keywords: video learning media, youtube, curriculum, poetry writing _________________________ abstract _________________________________________________________________ this research is motivated by the large number of video learning media teaching materials to write poetry texts taken from youtube without any adjustment and filtering of the content contained. the purpose of this study was to analyze the results of the suitability of video learning media on youtube with the curriculum of writing poetry in class x sma. the method used in this research is descriptive qualitative with research data sources obtained from youtube. the results of this study refer to the indicators of the suitability of writing poetry in the curriculum by paying attention to the building blocks, namely theme, diction, language style, image, structure, and appearance. the results of the analysis show that in the discussion of the poetry theme there are four videos that are in accordance with the 2013 revised curriculum. one of the videos did not describe the theme material in detail. the diction material is discussed in all videos analyzed by the researcher. furthermore, the language style is presented in all videos with a variety of different explanations according to the development of each presenter. in the presentation of image material, only one video describes it in detail, namely the video entitled poetry writing learning videos. in the material physical and mental structure, the physical and mental structure of the poetry is described as a whole. these structures are conveyed in all the indicator points of this research analysis which are part of the physical and mental part of the poetry. in the form or typography presented in four videos explaining the lyrics, good, and characteristics.  address correspondence: email: haritsagungwicaksono@gmail.com p-issn 2528-505x e-issn 2615-6377 harits agung wicaksono & rahayu pristiwati/international journal of active learning 6 (1) (2021) 10 introduction in this pandemic era, the use of multimediabased learning media in schools is increasingly massive. many educators innovate to make learning activities more enjoyable. taking videos from youtube as a learning media for video is often done by educators to provide variations in learning that are not only focused on the textbook material provided. however, many teachers only take the video without any editing or filtering process according to the applicable curriculum. this could be that the material in the video that is shown in learning does not match the learning objectives. so that there is need for accuracy to sort and even filter or edit parts of the video that are deemed unnecessary. given that anyone can upload videos on youtube and without any substantial filtering of the educational context contained therein. audiovisual learning media according to sanjaya (2010) is a type of media that in addition to containing sound elements also contains visual elements that can be seen, for example video recordings, films, sound slides, and so on. this media ability is considered better and attractive. audiovisual media is a tool which means materials or tools used in learning situations to assist written words and spoken words in transmitting knowledge, attitudes and ideas (nana and ahmad, 2001). in line with the previous opinion, harmawan (2007) explained that audiovisual media is a modern instructional media that is in accordance with the times (advances in science and technology) including media that can be seen and heard. based on these three opinions, it can be said that audiovisual media is an intermediary medium or the use of material and its application through sight and hearing so as to build conditions that can enable students to acquire knowledge, skills and attitudes. the main emphasis is on the value of learning that is gained through concrete experiences, not based on mere words. the use of audiovisual learning media is also used in learning to write poetry. often educators take videos from youtube to attract students to learn. just like the use of youtube videos on other teaching materials, the filtering or editing process is rarely done by educators in order to improve the quality of the substance contained in the learning media. in this regard, there is a need for an assessment of the suitability of videos on youtube with the curriculum of writing poetry teaching materials in order to find out the level of validity and reliability of the substance. poetry is one of the literary works that is the teaching material for class x sma in the revised 2013 curriculum. according to ghazali (2002: 118) "comes from the latin potein which means to create which has a unique language so that the language of poetry is also special". furthermore, paradopo (1990: 7) argues that poetry is the expression of thoughts that evoke feelings that stimulate the imagination of the five senses in a rhythmic arrangement. all of that is something important which is recorded and expressed, stated in an interesting and giving impression. writing poetry is one of the skills that need to be mastered in order to achieve learning objectives in class x sma. in this regard, zulela (2012) expressed his opinion about the steps in writing children's poetry as follows: (1) determining the theme; (2) reflect / appreciate the message to be conveyed; (3) choosing the right keywords to develop the message; (4) implementing the message in the right choice of words; (5) pay attention to the theme / tone of the language sound game; (6) read carefully or express. poetry is also a product of culture. as a cultural product, poetry certainly cannot be separated from the human problems that exist in a society. hartoyo in nauman, (2013) states that poetry is a reflection of society at a certain time. the things that become indicators of poetry assessment include: the expression of ideas / ideas, choice of words (diction), and rhymes. these three things are adjusted to the meaning of poetry and the way to achieve the beauty of literary works. rukayah, abdul, and sitti (2020) conducted a study with the title comparison of the application of audiovisual media and environmental media in writing poetry for class v elementary school students which explained the difference in the effect of the application of audiovisual media and environmental media on the learning outcomes of writing poetry for fifth grade students at sdn no. 24 macanang, tanete riattang barat district, bone district. the results showed that there were differences in the poetry writing skills of students who learned using audiovisual media and environmental media. this is based on the t-test analysis which shows the harits agung wicaksono & rahayu pristiwati/international journal of active learning 6 (1) (2021) 11 application of audiovisual media is higher than the application methods this type of research is descriptive qualitative. qualitative research can examine the femininity experienced by research subjects. as for the phenomena in question such as behavior, perspective, motivation, action, and so on. this phenomenon can be described in the form of words and language using various natural methods (moleong, 2012: 6). meanwhile, the descriptive method is a research method that is devoted to presenting phenomena that took place in the past or today without manipulating the independent variables, but presenting the conditions as they are (sukmadinata, 2013: 54). the data of this research is the suitability of video learning media on youtube with the curriculum of writing poetry teaching materials. the data source of this research comes from five videos taken from youtube related to writing poetry teaching materials in class x sma. data collection techniques are a way or strategy to capture the data needed to answer questions on a problem (moleong, 2012: 58). in this case, the researcher determines the value possessed by the research object through these methods. the instrument used in the study was a note sheet to collect data related to the suitability of video learning media on youtube with writing poetry teaching materials. data analysis is a way of breaking data into smaller parts based on certain elements and structures. according to bogdan and biglen (in moleong, 2012: 248) qualitative data analysis is an effort made by working with data, organizing data, sorting data into manageable units, synthesizing, looking for and finding patterns, finding what is important and what to learn, and decide what to say to others. presentation of the results of data analysis in this study using non-formal methods. researchers use ordinary words in describing the results of data analysis. of course, by using nonformal methods, explanation of the rules will seem detailed and unraveled (sudaryanto 2015: 261). results and discussion analysis of the suitability of video learning media with the curriculum the analysis of the suitability of video learning media on youtube with the curriculum for teaching materials to write poetry was carried out by referring to the ki and kd in poetry learning for class x sma 2013 revised curriculum. the following table presents a table related to learning to write poetry as a basis for the suitability of learning media. table 1. core competencies and basic competencies of learning to write poetry core competencies (ki) 4 basic competence (kd) 4.17 processing, reasoning, and presenting in the realm of concrete and abstract realms related to the development of what they learn in school independently, and being able to use methods according to scientific principles. writing poetry by paying attention to its building blocks (theme, diction, language style, image, structure, appearance). the researcher conducted an analysis in the form of a synthesis between the learning video material on youtube with ki 4 and kd 4.17 related to learning to write poetry. the level of suitability of audiovisual media in the form of learning videos on youtube as data 1 is presented in table 2 as follows. table 2. result of conformity analysis of learning video 1 with basic competence 4.17 no. the description of kd 4.17 expected learning indicators compatibility of kd with learning videos 1 1 poetry by paying attention to the theme composing poetry by paying attention to the theme the video of composing poetry does not yet explain the structure of the theme in detail 2 poetry by paying attention to diction compose poetry by paying attention to diction a video composed of poetry describes the structure of diction 3 poetry with attention to language style write poetry by paying attention to the language style video writing poetry provides a detailed stylistic structure 4 poetry by compose video composed harits agung wicaksono & rahayu pristiwati/international journal of active learning 6 (1) (2021) 12 paying attention to his imagination poetry by paying attention to his imagination of poetry has not presented the image structure clearly 5 poetry with attention to its structure composing poetry by paying attention to its structure the video of composing poetry has not explained the overall physical and mental structure 6 poetry by paying attention to its appearance compose poetry by paying attention to its appearance a video composed of a poem describes the structure of the character based on table 2 it can be explained that in the learning video 1 with the title writing poetry material for senior high school there are several conformances with the curriculum in writing poetry for class x sma. on the first point, the video of the poetry arrangement has not yet examined the discussion of the theme in detail. the theme mentioned generally discusses the development of poetry from various realities of life and daily experiences. on the second point, the discussion of diction is contained in the poem in the form of language selection that is connotative and in the form of repeated words. the existence of diction is very influential on the beauty of poetry (martono, 2013). in the third point, there is a detailed presentation of the stylistic structure so that the video viewer can fully understand the material. continuing on the fourth point, the image structure in poetry has not been conveyed clearly. there are only written explanations to refer to concrete experiences, there are no examples of images, patterns, or shapes that can stimulate viewers to be able to imagine them more realistically. as for the fifth point, the physical and mental structure of the poetry is explained in general, but there are some that have not been conveyed in the video. finally, on the sixth point of the composition or typography of poetry, it is conveyed that the poetry is composed of beautiful lines and good. furthermore, in table 3 an analysis of audiovisual media in the form of video on youtube is presented on the suitability of the curriculum. the following is a description of the suitability in table 3 below. table 3. results of the analysis of the conformity of learning video 2 with basic competencies of 4.17 no. the description of kd 4.17 expected learning indicators compatibility of kd with learning videos 2 1 poetry by paying attention to the theme composing poetry by paying attention to the theme the video for composing poetry has explained the structure of the theme well 2 poetry by paying attention to diction compose poetry by paying attention to diction a video composed of poetry describes the structure of diction in detail 3 poetry with attention to language style write poetry by paying attention to the language style video writing poetry provides a detailed stylistic structure 4 poetry by paying attention to his imagination compose poetry by paying attention to his imagination video composed of poetry has clearly presented the structure of the image 5 poetry with attention to its structure composing poetry by paying attention to its structure the video of composing poetry already explains the physical and mental structure 6 poetry by paying attention to its appearance write poetry by paying attention to its appearance a video composed of a poem describes the structure of the character from table 3 it can be explained that in video learning 2 with the title video learning poetry writing, there are several conformities with kd 4.17 related to writing poetry in class x sma. there are six points analyzed in the suitability of learning video 2 with the revised 2013 curriculum teaching material. in the first point, the video for composing poetry includes material on the theme of relating to nature, such as a vacation to the beach. themes are the main ideas put forward by poets through their poetry. the theme comes from himself, it can also come from other people or the community (djojosuroto, 2006: 24). the delivery of the theme material is carried out in a structured manner from the initial appearance of the theme to implementing it in writing poetry. in the second point, the discussion of diction is conveyed about the use of connotative and denotative, symbols, as well as the depiction of feelings and thoughts. then on the third point, the presentation of the language style structure in writing poetry presents rhymes in harits agung wicaksono & rahayu pristiwati/international journal of active learning 6 (1) (2021) 13 the form of repetition of the same vowel sound at the end of a line of poetry. in the fourth point, a presentation of the image structure has appeared, which contains examples of interesting images and is guided by systematic steps in imagining coastal and panoramic images and illustrating an event. furthermore, on the fifth point, the physical and mental structure of the poetry is explained in general, but there are some that have not been conveyed in the video. the last point, on the stylistic or typographic side of the poetry, is explained in general in the video. in table 4, an analysis of the instructional videos on youtube is presented on the suitability of the curriculum. the following is a description of the suitability in table 4 below. table 4. result of conformity analysis of learning video 3 with basic competence 4.17 no. the description of kd 4.17 expected learning indicators compatibility of kd with learning videos 3 1 poetry by paying attention to the theme composing poetry by paying attention to the theme the video of composing the poetry presents the structure of the theme in detail 2 poetry by paying attention to diction compose poetry by paying attention to diction video composed of poetry describes the structure of diction well 3 poetry with attention to language style write poetry by paying attention to the language style poetry writing video presents the stylistic structure of the language 4 poetry by paying attention to his imagination compose poetry by paying attention to his imagination video composed of poetry does not yet present image structure 5 poetry with attention to its structure composing poetry by paying attention to its structure the video of composing poetry has explained the overall physical and mental structure 6 poetry by paying attention to its appearance write poetry by paying attention to its appearance video composed of poetry describes the structure well furthermore, the researcher explained the suitability of learning video 3 with the title easy ways to make poetry, there are several conformities with the curriculum related to writing poetry in table 4 above. there are six points analyzed in the suitability of the learning video 3 with the revised 2013 curriculum teaching material. in the first point, the video for composing poetry includes the delivery of the theme material. in the video, the delivery of themes related to the world of education is developed into more specific titles such as teachers, schools, and school friends. on the second point, a discussion of diction with various examples and practical ways of bringing it out in poetry is presented. viewers are directed to use a beautiful word or it could be a word that likens something. in the third point, the presentation of the language style structure in writing poetry is presented by paying attention to the characteristics of the writer. this language style is a way of expressing the thoughts of a writer which is closely related to his soul and personality (keraf, 2005: 113). furthermore, on the fourth point, the structure of the image in the learning video has not been conveyed. there is no display of images or certain shapes as a trigger for viewers to imagine. as for the fifth point, the physical and inner structure of the poetry has been conveyed, although there are several structures that have not been presented in the video. in the sixth point, the poetry typography is contained in the video by conveying a series of lines that builds a verse with certain rules. the researcher delivered an analysis of the 4th audiovisual media in the form of video on youtube towards the suitability of the curriculum in table 5. the following is a description of the suitability in table 5 below. table 5.the result of conformity analysis of learning video 4 with basic competencies 4.17 no. the description of kd 4.17 expected learning indicators compatibility of kd with learning videos 3 1 poetry by paying attention to the theme composing poetry by paying attention to the theme the video of the poetry arrangement conveys the structure of the theme 2 poetry by paying attention to diction compose poetry by paying attention to diction a video composed of poetry describes the structure of diction in detail 3 poetry with attention to write poetry by paying attention poetry writing video presents the harits agung wicaksono & rahayu pristiwati/international journal of active learning 6 (1) (2021) 14 language style to the language style stylistic structure of the language 4 poetry by paying attention to his imagination compose poetry by paying attention to his imagination video composed of poetry does not yet present image structure 5 poetry with attention to its structure composing poetry by paying attention to its structure the video of composing poetry already explains the physical and mental structure 6 poetry by paying attention to its appearance write poetry by paying attention to its appearance a video composed of a poem describes the structure of the character in the video on youtube with the title how to make poetry, it is found that the conformity and non-conformity with the applicable curriculum is found. the following is a description of the conformity and non-conformity in table 5 above. in the fourth video media, there are six points that refer to kd 4.17 class x sma. in the first point, the material on the theme of the poetry is conveyed by determining interesting themes such as loyalty. in the second point, diction is explained by selecting keywords on a predetermined theme. then on the third point, there is a study of language style in the form of figure of speech, namely comparison and metaphorical figures. on the fourth point, the image has not been conveyed in the learning video. in connection with the illustration, the theme of loyalty has not yet been realized in the form of images or descriptions that can trigger viewers to be able to imagine real objects. then on the fifth point, the physical and mental structure of the poetry has been conveyed, although there are several structures that have not been conveyed in the video. in the sixth point, the typography side of the poem is formed from keywords which are developed into an array which is then assembled into a verse of the poem. one of the things that characterizes contemporary poetry is typography. typography is an arrangement of verse lines (mabruri, 2020). similar to the previous analysis, the researcher examined the suitability of video learning media on youtube with the curriculum in table 6. the following is a description of the suitability in table 6 below. table 6. result of conformity analysis of learning video 5 with basic competence 4.17 no. the description of kd 4.17 expected learning indicators compatibility of kd with learning videos 3 1 poetry by paying attention to the theme composing poetry by paying attention to the theme the video of the poetry arrangement conveys the structure of the theme 2 poetry by paying attention to diction compose poetry by paying attention to diction a video composed of poetry describes the structure of diction in detail 3 poetry with attention to language style write poetry by paying attention to the language style poetry writing video presents the stylistic structure of the language 4 poetry by paying attention to his imagination compose poetry by paying attention to his imagination video composed of poetry has not presented a detailed image structure 5 poetry with attention to its structure composing poetry by paying attention to its structure the video of composing poetry already explains the physical and mental structure 6 poetry by paying attention to its appearance write poetry by paying attention to its appearance videos of composing poetry do not yet describe the structural structure in detail the video with the title how to write poetry, tips for writing poetry, the ease of learning indonesian on youtube has a suitability and inconsistency with the learning curriculum for writing poetry at class x sma. at the first point in table 6, the emergence of the theme is conveyed likening it to the spirit of poetry, for example themes presented such as the state of the city, learning, and natural beauty. as for the second point, the correct use of diction determines the beauty of poetry. this can be done by enriching vocabulary and juxtaposing conflicting words. then on the third point, the discussion of language style relates to writing patterns, characteristics, and melancholy touches in poetry. on the fourth point, the explanation of the image is only touched on a little when looking at a leaf which is then used as inspiration in writing poetry. in the fifth point, the physical and mental structure of the poetry has been conveyed, although there are several harits agung wicaksono & rahayu pristiwati/international journal of active learning 6 (1) (2021) 15 structures that have not been conveyed in the video. finally, on the stylistic or typographic side of the poem, there is a little mention of poetry in the form of prose or a story that needs to be edited again. based on the analysis conducted by the researcher on the five video learning media on youtube, it can be explained that there are several conformities and inconsistencies with the learning curriculum to write poetry. in discussing the theme of poetry, it is known that there are four videos that are in accordance with the 2013 revised curriculum. one of the videos did not describe the theme material in detail. regarding the use of diction is discussed in all videos analyzed by the researcher, considering that diction is the spirit of the essay. in addition, the language style is presented in all videos with a variety of different explanations according to the development of each presenter. whereas in the presentation of image material, there is only one video that describes it clearly, in detail, and is easy to understand, namely in the video entitled poetry writing learning videos. then in the material, the physical and mental structure of the physical and mental structure of the poetry is explained as a whole. these structures are conveyed in all the indicator points of this research analysis which are part of the physical and mental part of the poetry. in the last section, the appearance or typography is presented in the four videos explaining the lyrics, their characteristics, and characteristics. conclusion the research analysis of the suitability of video learning media on youtube with the curriculum for writing poetry teaching materials is based on the basic competencies of class x sma 4.17. the suitability indicator refers to the writing of poetry by taking into account the building blocks, namely theme, diction, language style, image, structure, and character. the results of the analysis show that in the discussion of the poetry theme there are four videos that are in accordance with the 2013 revised curriculum. one of the videos did not describe the theme material in detail. the diction material is discussed in all videos analyzed by the researcher. furthermore, the language style is presented in all videos with a variety of different explanations according to the development of each presenter. in the presentation of image material, only one video describes it in detail, namely the video entitled poetry writing learning videos. in the material physical and mental structure, the physical and mental structure of the poetry is described as a whole. these structures are conveyed in all the indicator points of this research analysis which are part of the physical and mental part of the poetry. in the form or typography presented in four videos explaining the lyrics, good, and characteristics. references djojosuroto, k. 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(2012). pembelajaran bahasa indonesia dan apresiasi sastra di sekolah dasar. bandung: pt remaja rosdakarya. harits agung wicaksono & rahayu pristiwati/international journal of active learning 6 (1) (2021) 16 https://www.youtube.com/watch?v=42mb3_saenc&t =608s accessed on december 24th, 2020. https://www.youtube.com/watch?v=mbjgtxwn3za accessed on december 24th, 2020. https://www.youtube.com/watch?v=vuib5nornle accessed on december 25th, 2020. https://www.youtube.com/watch?v=xogqim7zwem accessed on december 25th, 2020. 86 5 (2) (2020) 86-93 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal design of integrated corrosion e-module vocational context to improve critical thinking skills of class x students in vocational high school promes sari wahyuni, sri haryani, jumaeri universitas negeri semarang, indonesia article info ___________________________ history articles: submitted 5 april 2020 revised 11 september 2020 accepted 24 october 2020 ___________________________ keywords: e-module, integrated vocational context, critical thinking skills ___________________________ abstract __________________________________________________________________________________________ chemistry subjects as the basis of expertise are not placed by the needs of vocational subjects in every skill competency in vocational high school. the need for chemical materials in vocational high school for each skill competency is not the same for different skill competencies. therefore, a vocational context integrated e-module design is needed to support chemistry learning activities and students for independent learning. the quality of teaching materials is measured by validity criteria, effectiveness, and practicality if teaching materials are used in the learning process. the development model used in this research is the 4d model (define, design, development, and dissemination). the data analysis technique uses qualitative and quantitative tests. product development validation was carried out by media expert validators and chemical material experts, while the trial was conducted by 36 students of class x tkj 2. the results of the analysis from the validator stated that the quality of learning material was in a very good category with a mean of 3.70 of material experts and 3.68 of media experts. the effectiveness of the e-module is shown by the increase in critical thinking skills of students with the achievement of ngain of 0.57 in the medium category and classical completeness by 86.12%. the response of students to the practicality of using the e-module shows a result of 77.78% which belongs to the very good category and 22.22% which belongs to the good category. based on the results obtained, it can be concluded that the student's worksheet developed to meet the criteria of valid, effective, practical, and can improve critical thinking skills. correspondence address: e-mail: promess771@gmail.com p-issn 2528-505x e-issn 2615-6377 promes sari wahyuni et al. / international journal of active learning 5 (2) (2020) 86-93 87 introduction decree of the director-general of primary and secondary education no. 130 / d / kep / kr / 2017 concerning the structure of the vocational secondary education curriculum classifies chemistry subjects of c1 basic expertise subjects. most of the chemical materials in vocational high schools are very difficult for students to understand. the impact of the above assumptions is the emergence of an attitude of distrust of students so that learning chemistry becomes boring and tedious. this is supported by the problem when chemistry in vocational high schools is one of the subject groups that does not have reference standards. chemistry teachers at vocational high schools carry out chemistry lessons as is done for senior high schools. as a result, students are less motivated in learning chemistry so that chemistry learning outcomes are not optimal, especially since chemistry is not one of the main subjects in vocational high schools, thus allowing students not to care about this subject (ananda & abdillah, 2018). chemistry is a basic subject in the field of expertise is not placed according to the needs of vocational subjects in every skill competency. the need for chemical materials in vocational high schools for each skill competency is not the same for different skill competencies. decree of the director-general of primary and secondary education number 06 / d.d5 / kk / 2018 establishes a computer and network engineering expertise program, including a group of information and communication technology expertise. chemistry is a basic subject in the field of expertise, essentially aims to support the subject of expertise program so that vocational high school students can use basic knowledge of chemistry in everyday life, and as a foundation of competence in their respective fields of expertise. chemistry subjects have not fully involved the vocational context so that the content taught in vocational schools is not much different from what is taught in public schools (ariyani et al., 2019). the context in vocational high school learning is an integration of the basic nature of vocational subjects, the conditions in which learning takes place, the goals and desired outcomes that are adjusted to the specifications of qualifications, vocational, basic characteristics of students and how the learning styles of students (nalarita & listiawan, 2018). this is supported by the results of research (ariyani et al., 2019) which states that learning chemistry according to the skill needs of students will be meaningful. chemistry learning will be effective and meaningful in vocational high schools, teaching materials are needed as a learning tool for students. supporting the implementation of an effective learning process, cannot be separated from the use of teaching materials, namely modules (nalarita & listiawan, 2018). many chemical materials can be linked to vocational materials, for example, corrosion, which is very close to vocational materials in computer and network engineering, wherein the material there is an explanation of the rusting process in metal materials. based on the results of a preliminary study in the form of interviews and observations with teachers of smkn 8 semarang, it shows that on average students have difficulty understanding corrosion material. this can be seen from the results of the daily test scores from the previous few years which were quite low. corrosion materials contain topics that require a high degree of understanding and analysis, such as the factors that cause corrosion, corrosion prevention, and plating on metals. this difficulty is also influenced by the teaching materials used. the teaching material used by students is in the form of textbooks printed in a size of 25 x 15 cm, totaling 269 pages. the chemistry textbook used is the book "kimia teknologi informasi dan komunikasi untuk smk/mak" this book is a general chemistry support book for vocational high schools, especially in the field of information and communication technology expertise. this type of textbook is promes sari wahyuni et al. / international journal of active learning 5 (2) (2020) 86-93 88 not supported by the presence of contemporary and interesting pictures and videos, no links to access related websites, examples related to vocational studies, and does not present questions or questions to practice critical thinking skills. liu et al. (2015) one of the 21stcentury life skills that need to be developed in the educational process is critical thinking skills. critical thinking skills are part of higherorder thinking skills to decide and draw accountable conclusions based on relevant data including analyzing, synthesizing, conceptualizing, explaining, arguing, and developing thoughts from various sources of information (sudarmin et al., 2019; sulistyowarni et al., 2019; cañas et al., 2017). the ability to think critically is an important thing that students must have in stimulating cognitive reasoning and building knowledge (diharjo & utomo, 2017). the effect of critical thinking is also seen in the increased learning motivation of students, scientific attitudes, and science process skills of students (nugraha et al., 2017). based on this background, this study aims to develop an integrated electronic module in an effective and practical vocational context. this electronic module can be opened online and offline via a cell phone or computer. this electronic module contains content sourced from class x vocational high school materials, namely corrosion. the outline of the contents of this chapter is used as a material in the module, namely the process of corrosion, the causes of corrosion, the process of overcoming corrosion, and metal plating. methods this research is a research and development (r&d) learning media, in the form of vocational high school 8 semarang for class x tkj learning in chemistry subjects. the types of data in this study include qualitative data including interview sheets and observation questionnaires, while quantitative data includes e-module validation, question reliability test, ngain test for critical thinking skills, and response sheet analysis. data collection techniques and instruments are presented in table 1. table 1. table of techniques and data collection instruments data type method data collection instrument data collection subject preliminary research interview and questionnaire interview and questionnaire sheet teacher and students e-module validation validation validation sheet validator critical thinking skills test test sheet students students responses questionnaire questionnaire questionnaire sheet students result and discussion this research begins by identifying and gathering information about the various initial conditions of the learning process that takes place in schools. these initial conditions include handbooks that are used as references in teaching, teachers 'understanding of chemistry material in vocational high schools, its application in the learning process, teachers' understanding of critical thinking skills, efforts made by the teacher in addition to improving critical thinking skills, and teaching materials used in the learning process. the next stage in this research is to compile and develop the various research tools needed to validate the experts. the validity category can be seen in table 2. the results of the material expert validation can be presented in table 3 and the validation of the media expert in table 4. promes sari wahyuni et al. / international journal of active learning 5 (2) (2020) 86-93 89 table 2. validity category score criteria 120,25 < x ≤ 148 very good 92,5 < x ≤ 120,25 good 64,75 < x ≤ 92,5 enough 37 < x ≤ 64,75 not good table 3. results of expert material validation rated aspect mean presentation feasibility 3.87 content feasibility 3.73 material assessment 3.68 functions and benefits 3.56 grammar 3.78 overall mean 3.70 validation is done using a validation sheet that contains questions about various aspects of product feasibility. the validation sheet contains 37 question criteria using a scale of 14. the results of the validation assessment of the 3 validators got a percentage of 3.70 which means that they are included in the very good criteria. this shows that the e-module developed is suitable for use as a learning material. validation was carried out using a questionnaire containing questions about various aspects of product feasibility. the questionnaire sheet contains 25 question criteria using a scale of 1-4. the results of the validation assessment of the 3 validators got a mean of 3.68 which means that they are included in the very good criteria. this shows that the e-module developed is suitable for use as a learning medium. table 4. results of expert media validation rated aspect mean graphic feasibility 3.67 presentation 3.78 overall mean 3.68 at this stage, there are also useful criticisms and suggestions for improving the previously prepared e-modules. the criticisms and suggestions obtained to become the basis for revisions to improve the e-module. revisions made include (1) revision of drawings using personal documents, (2) layout of the glossary page on the back page, and (3) use of symbols by numbering. the pictures presented in the e-module must be in the form of pictures or personal documentation to avoid plagiarism from other people's pictures. the glossary page should be located on the back page after the corrosion material is presented in figure 2. figure 1. a) display of initial image, b) display of revised image promes sari wahyuni et al. / international journal of active learning 5 (2) (2020) 86-93 90 figure 2. a) display of initial glossary page, b) display of revised glossary page figure 3. a) display of initial symbol, b) display of revised numbering in the initial design the basic competencies and ability checks to use symbols for marking are presented in figure 3 (a). based on input from the validator, it is better to mention the contents of the basic competencies and check the ability to use the numeric monitoring presented in figure 3 (b). after the validation and revision stages were carried out on all research instruments, the next stage was to conduct limited trials. limited trials are conducted to identify and look for deficiencies, weaknesses, constraints, and obstacles that may occur during the learning process. the next stage is a large-scale trial to determine the criteria for effectiveness and practicality of e-modules. the effectiveness of the e-module is measured by using 2 criteria for increasing critical thinking skills and classical completeness of students. the results showed that 31 students in the broad-scale trial class completed and 5 students did not complete, which showed a percentage of completeness of 86.12%. the completeness of learning was seen from the results of the students' posttest compared to the kkm 75. as many as 5 students did not complete their learning because the post-test questions used were in the form of descriptive questions that required critical thinking skills. even though 5 students did not finish learning, using the n-gain formula, it was found that 7 students could reach a high level of achievement and 29 students with a moderate level of achievement. the calculation of the increase in indicators of critical thinking skills is presented in table 5. the results of the analysis of critical thinking skills in classes using e-module are calculated based on the improvement of the indicators. the improvement test for each indicator of critical thinking skills on the corrosion material test was also calculated based on the n-gain. the n-gain calculation on the corrosion material test can be seen in table 4. based on these results it is known that the ngain value on each indicator has increased at least 0.30-0.69 in the medium category and the overall n-gain result is 0.56 in the medium category. these results indicate that there is an increase in each indicator of critical thinking skills that meet the criteria for the effectiveness promes sari wahyuni et al. / international journal of active learning 5 (2) (2020) 86-93 91 of e-module development. based on the description of the data analysis above, it can be concluded that the e-module corrosion integrated into the vocational context is effective in improving students' critical thinking skills. table 5. level of achievement of the n-gain test for critical thinking skills critical thinking skills indicator <g> criteria answer the question 0.64 medium observe and consider an observation report 0.56 medium defining terms and definition considerations in three dimensions 0.42 medium create and determine value judgments 0.73 high answer the question 0.31 medium specifies an action 0.69 medium specifies an action 0.42 medium analyze questions 0.51 medium induce and consider the results of the induction 0.67 medium induce and consider the results of the induction 0.62 medium mean 0.56 medium the results of the analysis that have been presented can be used as an illustration of the influence of the e-module being developed on critical thinking skills. in addition to producing chemical e-module products that are integrated with vocational contexts, this study also aims to improve students' critical thinking skills through these e-modules. learning can take place effectively when using e-modules because it can help students who have difficulty learning independently (laili, 2019). increasing critical thinking skills can be done by accustoming students to learning according to the stages of critical thinking skills both in solving pre and post-test questions, analyzing phenomena that occur in the environment, providing lots of practice in the form of cases, and making students have skills and dexterity in doing questions with good timing (lestari et al., 2019; sudarmin et al., 2019; abd. rachman et al., 2017; haryani et al., 2019). these stages can be translated into e-modules which will be used in the learning process. therefore, the preparation of e-module takes into account the needs of vocational high school students for critical thinking skills. e-module that is integrated with everyday life (contextual) has a great opportunity to improve students' critical thinking skills. emodule is arranged in such a way that the contents can present what students must pass to improve critical thinking skills. this phase that is passed refers to indicators of critical thinking skills. introduction to critical thinking, the output text presented in the e-module is preceded by focusing questions. the questions that are focused on in this e-module aim to spark the curiosity of students. these questions lead to indicators of critical thinking skills being developed. the practicality of e-modules is measured based on the results of the questionnaire responses to the learning process that takes place with the developed e-module. based on this explanation, it can be concluded that the results of the response questionnaire analysis for the e-module developed were 77.78%. this data can be said to be practical with a level of practicality with a very good response. the emodule developed contains material that connects the material being studied with everyday life. the results of the questionnaire stated that almost half of the students chose responses that strongly agreed and agreed. this can be seen from the activeness, enthusiasm, and curiosity of students. the results of the student response questionnaire analysis can be seen in figure 4. the good response given by students to emodules is due to the content of e-modules that integrates chemical materials with their vocational materials. chemical learning that is integrated with a vocational context can increase students' interest in learning because learning becomes more meaningful for vocational students (wiyarsi et al., 2017). if so far students think chemistry lessons are not promes sari wahyuni et al. / international journal of active learning 5 (2) (2020) 86-93 92 interesting and difficult to understand and are not related to vocational studies, this e-module can make students more interested in chemistry lessons because it is directly related to the student's field of expertise. through this emodule, the knowledge obtained by students is not only chemistry but also computer material so that their assumptions about chemistry subjects that have nothing to do with vocational studies can be pushed aside. good responses from students and an increase in understanding of the concept of chemical materials were also obtained from the development of an integrated chemistry module with vocational materials (ariyani et al., 2019). e-module is said to be good if it gets a positive response related to aspects of interest, so that it can build students’ knowledge, and is easily understood by students (septryanesti et al., 2019; wardani et al., 2017). figure 4. graph of analysis results of large scale test student’s response conclusion based on the analysis of the results of research and discussion, the following conclusions can be drawn: (1) the results of the validation of the learning media integrated emodule corrosion in the vocational context that was developed obtained very valid criteria for use as a learning medium with a mean validity according to material experts of 3.70 and validity according to media experts 3.68 (2) the results of the increase in the pretest-posttest critical thinking skills are at n-gain 0.56 or in the moderate category, and (3) the results of the questionnaire analysis after using the integrated e-module corrosion vocational context are at a percentage of 77.78% in the very good category. reffrence abd.rachman, f., ahsanunnisa, r., & nawawi, e. 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(2017). pelatihan pengembangan pembelajaran kimia terintegrasi konteks kejuruan untuk meningkatkan profesionalisme guru smk di diy. jurnal pengabdian masyarakat mipa dan pendidikan mipa 1(2), 70–76. 62 5 (2) (2020) 62-70 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal pre service teachers’ self-efficacy in professional competence courses offered at faculty of information technology in a private university in salatiga krismiyati krismiyati, pricilia musesil tupessy, hanita yulia universitas kristen satya wacana, indonesia article info ________________ history articles: submitted 2 august 2020 revised 11 september 2020 accepted 24 october 2020 ________________ keywords: self-efficacy, professional competence, ict preservice teachers, level, strength, generality, source of self-efficacy ____________________ abstract ___________________________________________________________________ having the belief of being competent in the subject area during the years of training are essential aspect for pre-service teachers. it will benefit them not only during their training or study but also when they are in their teaching duty. it tries to look at how the ict pre-service teachers look at their own ability in relation to their professional competence which is informatics engineering and computer subjects. this is a preliminary study in an effort to investigate pre-service teachers during their teacher education training. by looking at their self-efficacy in relation to their professional competence, recommendation could be made for future reference. this study employs quantitative method by using questionnaire for its data collection. it involves 130 pre-service teachers in their training. the result of the study shows that the dimensions of self-efficacy explored in this study show high interval for all three dimensions; its level, strength, and generality. this reflects that those pre-service teachers have high self-efficacy when they are attending the professional competence courses. this condition reflects that they will likely to be successful in carrying out their teaching duty provided they consistently have the high self-efficacy. finally, some recommendations for further study are made so that this area could be more thoroughly explored. correspondence address: e-mail: krismiyati.krismiyati@uksw.edu p-issn 2528-505x e-issn 2615-6377 krismiyati et al. / international journal of active learning 5 (2) (2020) 46-52 63 introduction the development of information technology and communication in indonesia has influenced most of life aspects not to mention education. as a matter of fact, technology with its information explosion has changed the way the teachers perform their teaching especially to adapt to the demand of 21st century education (philomina & amutha, 2016). this condition also affects the way students and teacher access information for their learning. information is accessible across time and space. moreover, teachers could not deny the fact that they do need to use technology in their classroom. in indonesia, the curriculum at least indirectly requires that teachers are expected to use or integrate technology in their teaching and learning activity (kementerian pendidikan dan kebudayaan, 2012). therefore, teachers should be able to identify their self-efficacy related to their technology practice so that they could maximize their technology practice. teachers learn their technology skills from various sources. they might obtain it through their formal education, from the trainings provided by the schools or government, or from their learning by doing experience. in relation to this, information engineering and computer teachers, technically they learn and obtain the technology related skills while they are studying in the university. therefore, how they see themselves in regard to their specific skills as their main competence before completing their degree and involve themselves in the world of teaching is important. having the belief that they are competent in their subject while the teachers are still in their teacher education training is important as a recent study examines that academic self-efficacy could be the predictor of academic performance (sharma & nasa, 2014). they describe that believing in one’s own strength, capability and self-confidence is essential in achieving the target they have set. it might also serve as a support for them if they have to face undesirable situation and condition in accomplishing their task. their study supports the idea that academic selfefficacy indeed may serve as a good predictor in academic achievement. self-efficacy is a personal belief on the capability or competence in performing a particular behavior (bandura, 1993). he contends that self-efficacy will influence how people control how they function and any events that might affect their life. he further explains that self-efficacy is essential for teachers as it could influence how teachers create the learning environment for the students when they teach. it also affects the academic progress level of the students. in short, how the teachers perceive themselves are capable of organizing and execute any learning plan will impact their teaching (ibid). when looking at self-efficacy in an academic setting, this concept will be closely related to the idea of academic self-efficacy (pajares, 1996b). he exerts that this self-efficacy impacts on teacher’s performance and the way the teachers see their performance will reciprocally influence the learning environment that they create for their learners. this shows how prominent the idea of self-efficacy for teachers. self-efficacy itself could serve as motivator that encourage the teacher or contradictorily it might be discouragement (bandura, 1993). further, according to pajares (1996) academic self-efficacy is “individuals' perceived capabilities to attain designated types of performances and achieve specific results” (p.546). this explains that self-efficacy plays an important role for the teachers to obtain their performance and how they will come to the target they set. to put in teacher education training, the pre-service teachers will need the self-efficacy in order to perform well during their training and influence how they will perform their teaching later when they complete their training and ready to go to the field to be in-service teachers. when teachers could identify their own self-efficacy, it will benefit them in performing their teaching tasks. they will be able to set the goal of learning, they will be able to use their self-efficacy in providing the suitable training for their students based on their needs (schunk & pajares, 2002) self-efficacy could be looked through three categories; generality, level and strength. generality means looking at the self-efficacy in general, so it does not specifically correspond to the idea of self-efficacy in academic setting. it is krismiyati et al. / international journal of active learning 5 (2) (2020) 46-52 64 more in general view. the second category is the level of self-efficacy itself whether it is high or low. as mentioned by bandura (1993) that high level of self-efficacy could serve as motivator. it encourages people to perform their behavior. the one that results in a successful performance usually play this role. on the other hand, low selfefficacy usually influences people the opposite way. it discourages them to do something, because they might see their performance as a failure and do not want to do similar thing in the future. the level of self-efficacy usually affects the choice of the behavioral setting that people make (bandura, 1977). the third category is the strength of the self-efficacy. it covers the quality of how strong people in any given situation. those three categories mentioned are the ones that will be carefully investigated in this study. at least, it will provide the description of pre-service teachers’ self-efficacy while they are in their teacher training. the self-efficacy explored in this study certainly is self-efficacy in academic setting. there has been a great deal of research in the area of self-efficacy of teachers both in -service and pre-service with various teaching subjects (anderson, groulx, & maninger, 2012; balapour, reychav, sabherwal, & azuri, 2019; celik & yesilyurt, 2013; coughlin & lemke, 1999; kasalak & dağyar, 2020). those studies vary in exploring teachers’ self-efficacy ranging from looking at how teachers look at their own capability in using technology to how self-efficacy relates to other aspects of teachers. the aim of study is to explore the ict pre-service teachers’ self-efficacy in an indonesian context. it tries to look at how the ict pre-service teachers look at their own ability in relation to their professional competence which is informatics engineering and computer subjects. this is a preliminary study in an effort to investigate pre-service teachers during their teacher education training. by looking at their self-efficacy in relation to their professional competence, recommendation could be made for future reference. method this study aims to investigate the selfefficacy of pre-service teachers while they are on teacher education training. it will try to describe their self-efficacy based on the data collected during the study. as mentioned earlier, it will explore three main dimensions of self-efficacy as described by bandura (1977); they are level, strength, and generality of self-efficacy. in investigating pre-service teachers’ self-efficacy on their teacher education training, this study employs quantitative method. the literature says that quantitative study tries to seek the general tendency of responses from the participants and look at how the tendency may vary among them (creswell, 2012). the objective set for this study aligns with the idea of finding the overall tendency, in this case is pre-service teachers’ selfefficacy. it investigates how their self-efficacy which is situated in an indonesian context may look like in general. this study tries to answer the following research question how is pre-service teachers’ self-efficacy like in an indonesian context? this study took place in one of the private universities in central java, universitas kristen satya wacana. this involved 130 pre-service teachers. they are still in their education training to be computer and informatics engineering teachers. the teacher education program itself aims to educate pre-service teachers who are equipped with all the competences as mandated by the education law in indonesia. they have to possess the three competences; social, pedagogical and professional. the students have to pass all the courses in these areas. they do not only pass but also meet minimum grade in order to complete the program and graduate as preservice teachers who are ready to join the competition in the teaching world. in order to complete their teacher education training, all students have to take courses in their area of competence which is informatics and computer engineering, pedagogical courses and general courses as required in the university level. as mentioned before, the participants of this study were the active pre-service teachers. they have already taken their required course focusing on their professional competence, any course related to their skills to be computer and informatics engineering teachers. the courses ranged from introduction to information technology to the advanced one like the one that krismiyati et al. / international journal of active learning 5 (2) (2020) 46-52 65 needs specific certification, for example ccna for those who wanted to focus on their network skills. the self-efficacy concept being explored in this study is pre-service teachers’ self-efficacy in relation to their professional competence. the study looks how those pre-service teachers see themselves in term of what they think of their ability in their professional area. the study employed simple random sampling. the amount of sample is determined using isaac and michael table. using the table, it enables this study to determine the number of samples needed with the significance level of 1%, 5%, and 10%. this study uses 5% of significance level, from 130 populations there are 95 samples of students. distribution of each batch is presented in table 1 (sugiyono, 2015). table 1. participants of the study no students year amount percentage (%) 1 batch of 2019 25 26% 2 batch of 2018 29 31% 3 batch of 2017 21 22% 4 batch of 2016 15 16% 5 batch of 2015 2 2% 6 batch of 2014 2 2% 7 batch of 2013 1 1% amount 95 100% for the data collection, this study used questionnaire. the questionnaires were in form of closed ended questions. the use of questionnaires provided practicality for the participants because they can answer by choosing the answer from the option provided (creswell, 2003). there were 15 questions exploring bandura’s self-efficacy dimensions; level, strength, and generality. the questionnaire used likert scale with five options, strongly agree, agree, neutral, disagree, and strongly disagree. the questionnaire was tested its validity and reliability using spss. based on the result of validity and reliability tests, the comparison of rcount and r-table was obtained. the value of rtable was obtained from total respondents n=95 with 5% significance, which was 0,202. in other words, the item was valid. it meant that the data collection instruments could be used in this study as the the value of r-count was bigger than 0,202. the reliability test showed that the number of cronbach alpha was 0,883>0,202. this signified that the instruments were reliable for collecting data for the study. once the data collected, it was calculated using the following formula: note : p = scoring percentage f = item scoring n = ideal score result of the data processing above is the percentage data for each of answer variable. in order to obtain an overview from the percentage result then grouping of percentage result is carried out for the assessment toward the system by determining interval class that is accompanied by the category value which is appropriate to the interval formula as the criteria used for determining the interval is as follows: table 2. result of interval calculation interval remarks 81 100% very high 61 – 80% high 41 – 60% less 21– 40% low 20 – 0% very low meanwhile, the questionnaire as explained before was organized on bandura’s term of level, strength and generality. each of the dimension were described in the following section. the levels dimension consists of five statements referring to the ability to solve or master difficult task. in this case was in relation to their subject krismiyati et al. / international journal of active learning 5 (2) (2020) 46-52 66 areas that support their study to be ict teachers. the five items covered their opinion regarding to the following ability: to attend and pass all professional competence courses; to deal with any difficulty found in any assignment for the professional competence course; to master all the material in the professional competence course; to do all the test in the courses with any level of difficulty; to be motivated and challenged in working with difficult task in relation to the professional competence course in the strength dimension the four items of the questionnaire dealt with the idea of the strength of not easily giving up or having the perseverance. the items explored how the preservice teachers thought of their strength in making any effort to make their action succeeded; listed as the following the effort to do and try anything to master any material given in their professional competence courses; the effort to always get a better or even best mark if their mark was not up to the standard; the effort to always learn from their mistake from their previous assignment in any of their professional competence courses. not giving up in attending any professional competence courses no matter how difficult they could be. the generality dimension was represented through six items. the items were related to the belief that the pre-service teachers had in any situation. they were as follows: the belief to control their emotion so that it did not affect their learning spirit. the belief to tackle their feeling of laziness in attending any professional competence courses; the belief to think clearly if they had to deal with friends who did not support their effort in completing any assignment in their professional competence course; the belief to be able to complete any assignment in any condition even though they might feel exhausted or not too well. the belief to be able to think clearly even though they have impeding deadline the ability to manage their disappointment if the result was not like what they have expected. the questionnaires were in bahasa indonesia. they were distributed to the pre-service teachers who have completed their professional competence courses. results and discussion this section described the result of the study and its discussion. it started by explaining the result of the questionnaire covering the three dimensioned being investigated followed by the discussion. firstly, it explored the first dimension of bandura’s self-efficacy which was level. it aimed to see how the preservice teachers saw the level of their ability in coping with the difficulty in relation to their professional competence course. once, it has been described quantitatively, it then explained what the strength level meant towards the idea of self-efficacy for the pre-service teachers and how it might affect their ability to pass the professional competence courses. secondly, it explained about the strength dimension by describing how the pre-service teachers saw themselves in terms of the strength of any effort they made when they attended the professional competence courses. lastly, it discussed the belief of the preservice teachers in their ability to cope with any level of difficulty in any situation during their professional competence courses. the data showed that the preservice teachers in this study fall into the very high category. it was 71% (see table 1) which meant that the pre-service teachers had high level in their ability to cope with any difficulty in any of their professional competence courses. as the data suggested, the average interval of the level dimension reached more than 71%. interestingly, the pre-service teachers who started their study in 2014 seemed to have the lowest average interval in level dimension. it indirectly reflected that they had less belief in their ability to cope with any difficulty related to their professional competence courses. meanwhile, the 2013 pre -service teachers had their level fall into the very high interval. it was 84% it might suggest that they had the most experience of coping any difficult task in their professional competence course compared to the later batches. among the five items in the level dimension, it is interesting that they fall into the similar interval category which was high. although there were two items; item 3 and 4 were in the lower end of the interval. interestingly, both items were related to the content mastery krismiyati et al. / international journal of active learning 5 (2) (2020) 46-52 67 and test or exam for the professional competence courses. it might suggest how the pre-service teachers actually portrayed themselves in relation to their academic self-efficacy. it was closely related to their achievement their professional competence courses they took. another point to note regarding the level dimension reflected by the result of this study was the 2016 pre-service teachers. it showed that item 3 (which was related to the content mastery) had the lowest percentage among all; it was 57% which made this item fall into the less interval. it suggested that they had less effort in dealing with any difficult task given in their professional competence courses. in general, however, the pre-service teachers in any year participated in this study had the high interval level dimension of self-efficacy. this result supported what bandura (1977) claimed that the high level of self-efficacy could encourage or motivate people to take an action. in the context of this study, it encouraged the pre-service teachers to make their best effort in coping with the difficulty they might have in their professional competence course. the detail of the level of self-efficacy of the preservice teachers was displayed in table 3. table 3. level dimension of self-efficacy aspect item batch (%) 2019 2018 2017 2016 2015 2014 2013 average level item i 79% 74% 81% 79% 80% 60% 80% 76% item ii 73% 70% 75% 71% 80% 60% 100% 76% item iii 64% 61% 63% 57% 60% 50% 100% 65% item iv 70% 63% 62% 68% 80% 60% 60% 66% item v 72% 72% 68% 69% 80% 60% 80% 72% average 72% 68% 70% 69% 76% 58% 84% 71% category high high high high high less very high the second dimension explored in this study was strength. it was directly related to how hard someone was trying to make an effort in order to succeed in performing their action. in this case, strength reflected the effort and the power of not easily to give up when the teachers were challenged in difficult situation during their professional competence courses. the average strength dimension of the pre-service teachers participating in this study was 83% (see table 4. strength). it meant that the strength dimension was in very high interval. looking at each batch of the pre-service teachers, 85% of the preservice teachers fall into the very high interval of their strength dimension. it left them with year 2015 pre-service teachers whose strength were in high category only. seeing the overall percentage, the data showed that none of the pre-service teacher batches had less interval in any of item explored in this strength dimension. the least percentage was for item ix of the 2015 pre-service teachers. it reflected that their effort for not giving up in attending the courses regardless of any difficulty they might have. once more, the higher end of the interval belonged to the year of 2013 preservice teachers, meaning that they were they one who had the most strength of self-efficacy. to put into the context, the pre-service teachers were willing to strongly do their best and use their power not to give up in any circumstances in their professional competence courses that they attended. the fact that the average interval was 83% reflected that the pre-service teachers were strong in any given situation (bandura, 1977). this quality would benefit the pre-service teachers once they started to perform their duty as service-teachers. krismiyati et al. / international journal of active learning 5 (2) (2020) 46-52 68 table 4. strength dimension of self-efficacy aspect item item batch (%) 2019 2018 2017 2016 2015 2014 2013 average strength item vi 83% 79% 80% 83% 80% 80% 100% 84% item vii 90% 82% 87% 79% 80% 80% 60% 80% item viii 91% 84% 88% 83% 80% 90% 100% 88% item ix 83% 80% 83% 79% 70% 80% 100% 82% average 87% 81% 85% 81% 78% 83% 90% 83% category veryhigh veryhigh very high veryhigh high veryhigh very high the third dimension being looked at in this study was generality. as explained earlier, that the idea of generality corresponded to the selfefficacy in general. as suggested by the item explored in the questionnaire, it was the idea of belief of the pre-service teachers in any situation. if focused on how the pre-service teachers saw their own belief in the area of their feelings and emotional. the six items covered in the dimension of generality showed that the preservice teachers had high interval of generality. it fell on the higher-end of the high interval. it was 77% (see table 5 generality). looking at the table, it could be clearly noted that 85% of the batches of pre-service teachers participating in this study had high interval of generality dimension. it showed that they had high selfefficacy in general. only one batch of the preservice teachers whose generality interval was very high. it was the batch of 2013. meanwhile, interesting numbers to note was the 100 percentage of the 2013 batch. four out of six items covered in the generality dimension resulted in 100%. it suggested that the pre-service teachers in this year had the very high interval of generality dimension of self-efficacy due to the experience they had. they were being in the longest period of studying when this study was conducted. therefore, it was in line with the source of self-efficacy described by bandura (1977). in short, the data has proved that the preservice teachers of all batches had high level of generality, it showed that they believed in themselves in general to perform in any given situation including in attending their professional competence courses. the high interval of generality would surely help the pre-service teachers in achieving their target (pajares, 1996a) not only during their academic life as pre-service teachers in training but also later on when they started to perform their teaching. table 5. generality dimension of self-efficacy aspect item item batch (%) 2019 2018 2017 2016 2015 2014 2013 average generality item x 76% 74% 76% 76% 80% 80% 100% 80% item xi 75% 74% 79% 75% 80% 70% 60% 73% item xii 74% 74% 78% 73% 80% 70% 100% 78% item xii 74% 72% 73% 76% 80% 70% 100% 78% item xiv 74% 69% 72% 75% 80% 70% 100% 77% item xv 76% 73% 75% 79% 80% 80% 60% 75% average 75% 73% 76% 76% 80% 73% 87% 77 category high high high high high high very high krismiyati et al. / international journal of active learning 5 (2) (2020) 46-52 69 efficacy in every batch was high because they believed that they had high ability level, not easily give up, and had confidence in any situation as suggested by the data (see table 3, table 4 and table 5). the level which referred to the pre-service teachers’ ability to cope with any situation they might have, the strength which reflected their perseverance and the belief to be able to deal with any situation in attending their professional competence courses. year 2013 preservice teachers seemed to be consistently in the very high interval for the three dimensions explored in this study. they’re being the highest in the interval range could possibly be affected by the length of the study they have been through. being in that position, it was likely that they had more experience in coping any challenging situation that contribute to their development of their self-efficacy through times. it was possible considering, they were one step ahead among other pre-services batches which meant their junior. conclusion the overview of self-efficacy of the students of information engineering and computer education was high in the interval (75%) in attending any professional competence courses. they were high in the three dimensions; level (71%), strength (83%) and generality (77%). noticing that the interval for the strength dimension is the highest it suggested that the preservice teachers were very persevere in dealing with difficult situation or challenging tasks during their training as ict teachers. it reflected that all the pre-service teachers participated in this study showed their high self-efficacy which might portray or represent the pre-service teachers who were still in their training. having the high self-efficacy might mean that those pre-service teachers are ready to perform their teaching confidently because they can see and believe that they are able to do so. it might also mean that they will likely to be successful in carrying out their teaching duty provided they consistently have the high selfefficacy. as pajares (1996) mentions that their self-efficacy could affect the way they create the learning environment later on in their teaching job. this study has tried to explored the selfefficacy of pre-service teachers in their professional competence course by employing quantitative method. having seen all the result, it might be useful to explore deeper about the selfefficacy with much more rich data using qualitative method. not only can it depict complex and rich picture of pre-service teachers’ self-efficacy in certain subject are, but also it will widen and deepen the exploration of self-efficacy that will contribute to the literature. investigating on each dimension of self-efficacy thoroughly using both quantitative and qualitative methods would also contribute to the policy makers and course designer in teacher training institution so that a good design of training or course would be possible to encourage the enhancement of high self-efficacy for pre-service teachers. references anderson, s. e., groulx, j. g., & maninger, r. m. (2012). relationships among preservice teachers’ technology-related abilities, beliefs, and intentions to use technology in their future classrooms. journal of educational computing research, 45(3), 321–338. https://doi.org/10.2190/ec.45.3.d balapour, a., reychav, i., sabherwal, r., & azuri, j. (2019). mobile technology identity and selfefficacy: implications for the adoption of clinically supported mobile health apps. international journal of information management, 49(march), 58–68. https://doi.org/10.1016/j.ijinfomgt.2019.03.0 05 bandura, a. (1977). toward a unifying theory of behavioral change. psychological review, 84(2), 191–215. https://doi.org/10.1037/0033295x.84.2.191 bandura, a. (1993). perceived self-efficacy incognitive development and functioning. educational psychologist, 28(2), 117–148. celik, v., & yesilyurt, e. (2013). attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. computers and education, 60(1), 148–158. https://doi.org/10.1016/j.compedu.2012.06.0 08 krismiyati et al. / international journal of active learning 5 (2) (2020) 46-52 70 coughlin, e. c., & lemke, c. (1999). professional competency continuum : professional skills for the digital age classroom. (k. o’riordan, ed.). santa monica: milken exchange on education technology milken family foundation. creswell, j. w. (2003). research design: qualitative, quantitative, and mixed method. london: sage publications ltd. creswell, j. w. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. educational research (vol. 4). boston: pearson. https://doi.org/10.1017/cbo9781107415324 .004 kasalak, g., & dağyar, m. (2020). the relationship between teacher self-efficacy and teacher job satisfaction: a meta-analysis of the teaching and learning international survey (talis). educational sciences: theory and practice, 20(3), 16–33. https://doi.org/10.12738/jestp.2020.3.002 kementerian pendidikan dan kebudayaan. (2012). kurikulum 2013. pajares, f. (1996a). assessing self-efficacy beliefs and academic outcomes: the case for specificity and correspondence. measuring and mismeasuring self-efficacy: dimensions, problems, and misconceptions, 22. pajares, f. (1996b). self-efficacy beliefs in academic settings. review of educational research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 philomina, m. j., & amutha, s. (2016). information and communication technology awareness among teacher educators. international journal of information and education technology, 6(8), 603–606. https://doi.org/10.7763/ijiet.2016.v6.759 schunk, d. h., & pajares, f. (2002). the development of academic self-efficacy. in development of achievement motivation (pp. 15–31). https://doi.org/10.1016/b978-0127500539/50003-6 sharma, l. h., & nasa, g. (2014). academic selfefficacy: a reliable predictor of educational performances. british journal of education, 2(3), 57–64. sugiyono. (2015). metode penelitian kuantitatif, kualitatif, dan kombinasi (mixed methods). bandung: alfabeta. 34 6 (1) (2021) 34-40 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal analysis of student science process skills in the practicum of physical chemistry based on linguistic and interpersonal intelligence dian sri asmorowati, sri wardani, f. widhi mahatmanti department of chemistry, fmipa, universitas negeri semarang, indonesia article info ____________________ history articles: submitted 25 november 2020 revised 11 december 2020 accepted 11 february 2021 ______________________ keywords: science process skill, practicum, linguistic intelligence, interpersonal intelligence _________________________ abstract ___________________________________________________________________ this study aims to determine the level of mastery of science process skills in physics chemistry practicum students based on linguistic and interpersonal intelligence. this research was conducted with a quantitative descriptive method. this research was conducted with a quantitative descriptive method. the respondents of this study were 66 students of the 2017 class of chemistry study program consisting of two classes. the data collection technique is done by interview, observation, documentation, and test. this research was conducted in the physical chemistry laboratory of the department of chemistry, universitas negeri semarang. the research results obtained were the percentage of science process skills of students of the 2017 batch of chemistry study program students. the result of the percentage of science process skills in class 1 students is an indicator of formulating hypothesis with a percentage 74.26%, interpreting data 73.53%, and asking question 77.57%. the result of the percentage of science process skills in class 2 students is an indicator of formulating hypothesis with a percentage 71,88%, interpreting data 74.22%, and asking question 72.27 %. *correspondence address: e-mail: diansriasmorowati87@mail.unnes.ac.id p-issn 2528-505x e-issn 2615-6377 dian sri asmorowati et al. / international journal of active learning 6 (1) (2021) 34-40 35 introduction humans are created with various characteristics, one of which is intelligence. every individual has different intelligences (prameswari et al., 2019). gardner (2003) has divided intelligence into eight types of intelligence. the intelligences include: linguistic intelligence, logical mathematical intelligence, visual intelligence, kinesthetic intelligence, musical intelligence, interpersonal intelligence, intrapersonal intelligence, and naturalist intelligence. in the learning process, an educator must pay attention to each intelligence possessed by students so that their potential intelligence can be maximally developed, to improve 21st century skills. according to bybee (2013) the skills needed in the 21st century include: adaptation skills, communication and social skills, problem solving skills, self-management skills and selfdevelopment, systems thinking. one aspect of self-management skills is knowing the dominant multiple intelligences possessed by individuals. individual differences in students in the world of education are important things that need to be considered. multiple intelligence and learning styles need to be optimized to generate motivation, joy and positive emotions for students to achieve (amalana et al., 2013). learning that is presented in a fun, positive and challenging atmosphere can increase student understanding (noor & wilujeng, 2015; wilson, 2018). according to julia (2007), the theory of multiple intelligences is an approach that takes into account differences in individual intelligence. the theory of multiple intelligences not only recognizes these individual differences for practical purposes, such as teaching and assessment but also considers and accepts them as normal, natural, even attractive and very valuable. this theory is a giant step towards a point where individuals are valued and diversity is cultivated. linguistic intelligence is the ability to use words effectively, both spoken and written. this intelligence includes the ability to manipulate the syntax or structure of language, phonology or sounds of language, semantics or language meaning, and the pragmatic dimension or practical use of language (armstrong, 2013). students' linguistic intelligence is facilitated by the presence of an oral pretest, writing experimental reports and presenting the results of the experiment in front of the class. based on data analysis on the multiple intelligences test on students, it was obtained that class 1 student data had an average linguistic intelligence value of 10.83% and class 2 is 11.55%. according to syurfah (2017), interpersonal intelligence involves the ability to understand and cooperate with others, from the ability to empathize with others, to the ability to manipulate a large group of people towards a common goal. practical learning makes the learning process more lively and meaningful for students (sukaesih, 2011). physical chemistry practicum is carried out in groups with 2-3 students, so the practicum can facilitate students' interpersonal intelligence. based on data analysis on the multiple intelligences test on students, it was obtained that class 1 student data had an average interpersonal intelligence of 15.71%, while class 2 is 14.30%. learning activities that can facilitate all types of intelligence possessed by students are learning activities in the laboratory or practicum. according to novianingsih (2017), activities in the laboratory have the aim of teaching students process skills in the laboratory and understanding chemical concepts through practice. based on the opinion of nelson (1998), demi rci oğlu and yadigaroğlu (2011), practicum has an important role in science education because it can improve students' abilities in direct activities in the laboratory. chemistry is a subject that cannot be separated from laboratory activities. while the experiment according to irwanto et al. (2017) is a way of teaching that involves students doing an experiment about something, observing the process and writing the results of the experiment, then the results of the observation are made a report and submitted to the class and evaluated by the lecturer. therefore, laboratory skills are very important for students to realize the profile of a chemistry graduate. one of the profiles of chemistry program graduates is to become a skilled and professional chemical analyst. students are given laboratory skills through practicum activities, one of the practicum that supports student skills in the laboratory is the physics chemistry experiments. one of the skills that is suitable to be applied to the physics chemistry lab is science process skills (sps). sukarno et al. (2013) stated that sps is a physical and mental skill related to the basic abilities possessed, mastered, and applied in a scientific activity, so that scientists can find something new. according to semiawan et al. (1985), sps is very important for students, not only in the process of learning science but also having a positive impact on student life in the future. sukarno et al. (2013) argues that by developing sps, students will be able to discover and develop their own facts and concepts as well as foster and develop the attitudes and values required. learning activities in class should be dian sri asmorowati et al. / international journal of active learning 6 (1) (2021) 34-40 36 carried out as chemical concepts are found. this will allow chemistry to be conveyed to students in a more real way, thereby increasing their thinking skills, scientific attitudes and scientific skills (fitriana et al., 2019). sps are categorized into basic sps and integrated sps. according to devi (2010) and yildirim et al. (2016) basic sps indicators include: observation, measurement, predicting, classifying, and communicating. meanwhile, the integrated sps indicators are controlling variables, defining operationally, formulating hypotheses, interpreting data, conducting experiments, and formulating models (cruz, 2015). meanwhile, indicators of science process skills according to sukarno et al. (2013) and antrakusuma et al. (2017) namely observing, classifying, predicting, asking questions, hypothesizing, planning experiments, using tools and materials, applying and communicating. this study uses the three sps indicators described by sukarno et al. (2013), cruz (2015), and antrakusuma et al. (2017) namely the skills of formulating hypotheses, interpreting data, and asking question. based on the explanation above, the researcher wants to conduct research on the analysis of student science process skills in physics chemistry practicum based on linguistic intelligence and interpersonal intelligence. metodology this research is a type of quantitative descriptive research carried out at the chemical laboratory of fmipa unnes. respondents in this study were 66 students of the 4rd semester of the chemistry study program which were divided into two groups. respondents are students of the 2018/2019 academic year who are taking the physical chemistry practicum course. physics chemistry practicum which is carried out uses a multiple intelligence approach, by facilitating two types of intelligence, namely linguistic intelligence and interpersonal intelligence. the observed sps indicators were formulating hypotheses, interpreting data, and asking question. sps data is obtained from performance appraisal in the lab title, namely reaction rate determination and reaction rate settings. result and discussion the results of this research are in the form of data on the skills to formulating hypotheses, interpreting data, and asking question. this experiment was held in two meetings, namely assistance and practice. during assistance, the lecturer provides a general explanation regarding the title of the experiment to be carried out, while the tools, materials and methods of work are explained by the assistant, students also learn how to use the tools and materials. reaction rate determination and reaction rate settings are very important to be given to students multiple intelligence approaches. this is because experiments to determine the reaction rate and reaction rate constant are very important for students because they are related to everyday life. the example reaction rate in our daily life: cookies bake faster at higher temperatures, bread dough rises more quickly in a warm place than in a cool one, and low body temperatures slow down metabolism. in previous practicums, students carry out a written pretest, there is no assistance, there are no discussion sessions, and experimental tools and chemical solutions have been prepared by the laboratory assistant. therefore, physical chemistry practicum based on linguistic and interpersonal intelligence is a solution to the problems mentioned above. student linguistic intelligence is honed during oral pretest. oral pretest is used to determine students' prior knowledge before practicum is carried out. lecturers and practicum assistants can also straighten out if there is a student understanding that is not correct. students' linguistic intelligence needs to be facilitated so that students will have good communication skills. communication skills are needed by students to compile reports and present practicum results. students with linguistic intelligence are interested in things related to social media, remembering famous quotes or words, writing, doodling and composing (prameswari et al., 2019). interpersonal intelligence consists of the stages of gathering basic knowledge, the stage of accepting friends 'input and equating their own opinions, then information analysis and processing, namely the stages of connecting friends' opinions with their own opinions to equalize conceptual understanding in group work, and the stages of higher-order thinking and reasoning are the stage of concluding and developing discussion results to develop research and identify opinions in the form of questions (lazear, 2004). dian sri asmorowati et al. / international journal of active learning 6 (1) (2021) 34-40 37 figure 1. students cooperate in practicum groups interpersonal intelligence is one of the intelligences that dominates the implementation of practicum because practicum is carried out in groups with two to three students in each group. with a small number of group members, the division of practicum tasks must be done as well as possible so that the practicum runs effectively and efficiently. students who have interpersonal intelligence have characteristics like to work in groups, like to help friends in a group, and have good communication skills (nisa et al., 2019). the measured aspects of sps are formulating hypothesis, interpreting data, and asking question. the development of the average student sps in each aspect is presented in figure 2. figure 2. average score of science process skills indicators the aspect of science process skills observed during the pretest is to hypothesize. students hypothesize by solving problems, because in the formulation of a hypothesis there is usually a way to test it (rustaman et al., 2005). when students make hypotheses, students are given the opportunity to build knowledge about the concepts being taught (sudarmin et al., 2018). this experiment shows that the reaction of ethyl acetate lathering by hydroxide ions is a second order reaction. students also determine the rate of reaction. hypotheses state the relationship between two variables, or propose an estimate for the cause of something happening. in this experiment, students proposed a hypothesis that the volume of naoh tended to increase in proportion to the mixing time.this is because the longer the naoh and ethyl acetate solution are mixed, the more naoh titrant is needed to neutralize the remaining hcl. the science process skills in the hypothetical aspect of the student class 1 in experiment 2 obtained a value of 74.26%, (high), while the science process skills in the hypothetical aspect of class 2 students obtained a value of 71.88%, (high). figure 3. students submit experimental hypotheses when answering oral pretest questions students then interpret the results of their observations on this experiment that had been carried out. observations are useless if they are not interpreted. therefore, from observing directly, then recording each observation separately, then connecting the results of those observations. the science process skill in interpreting the data for class 1 students in this experiment was 73.53% (high), while class 2 students were 74.22% (high). individuals who have linguistic intelligence tend to have better communication skills than others (amin, 2018). this is supported by the opinion of agustina and saputra (2016) which states that the ability to communicate is indispensable because humans interact with other humans through communication, either verbally, in writing, pictures, or through impressions. figure 4. students interpret experiment result data figure 4 shows the students' ability to interpret data. students carry out presentations in front of the class and interpret the data from their observations. data analysis results can be in the form of graphs or curves. the ability of students to interpret data is very good, increasing from experiments 1, 2, and 3. this shows that students have understood the experiments that have been carried out, and are able to convey the results of their experiments to others. dian sri asmorowati et al. / international journal of active learning 6 (1) (2021) 34-40 38 according to ango (2002) and lepiyanto (2014) the emergence of student curiosity led to the emergence of indicators of science process skills in the form of asking questions., asking questions is one of the most commonly used science process skills. according to zobisch et al. (2015) educators believe that to thrive in the 21st century, students must ask questions, challenge assumptions, and find new ways to solve problems, relate new knowledge to already known information, and apply their reasoning skills to new situations. figure 5. students asking questions in a discussion session the questions that emerged from the students indicated that the students felt involved and the lessons felt more alive. students have an excellent ability to ask questions. this can be seen from the large number of questioners who asked questions during the question and answer session during presentation activities. this is consistent with research by kirch (2007) in fitriyani et al. (2017) stated that discussion activities can improve student skills in asking questions. if students are used to asking questions, students have the ability to think critically (visilia, 2015).the aspect of science process skills asking questions to class 1 students in experiment was 77.57% (high), while class 2 students were 72.27% (high). wardani and susilogati (2015) research shows that activities in the laboratory can improve students' interpersonal intelligence. besides communicating, interpreting data, and asking questions related to students' linguistic intelligence. science process skills can be improved by doing practicum (winarti & nurhayati, 2014). however, the practicum is carried out not only to find a result, but to make students better understand the experiment (nuzulia et al, 2017). according to wardani and susilogati (2015), laboratory activities carried out continuously will become a habit to develop self-potential to be more optimal. the results of this study indicate that the physical chemistry practicum based on linguistic and interpersonal intelligence can develop students' science process skills. this is in accordance with the research of wulandari et al. (2013) and winarti et al. (2019), who stated that learning and practicum using the multiple intelligences approach can improve students' science process skills.. conclusion the result of the percentage of science process skills in class 1 students is an indicator of formulating hypothesis with a percentage 74.26%, interpreting data 73.53%, and asking question 77.57%. the result of the percentage of science process skills in class 2 students is an indicator of formulating hypothesis with a percentage 71,88%, interpreting data 74.22%, and asking question 72.27 %. references agustina, p., & saputra, a. (2016). analisis keterampilan proses sains (kps) dasar mahasiswa. prosiding snps seminar nasional pendidikan sains, 71–78. amalana, h., sudarmin, & latifah. (2013). pengaruh model pembelajaran quantum teaching berbantuan modul qt-bilingual. jurnal inovasi pendidikan kimia, 7(2), 1145–1157. amin, m. y. m. 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(2015). the theory of multiple intelligences and critical thinking. glokalde, 1(april), 1–16. 27 6 (1) (2021) 27-33 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal developing problem based learning module containing multiple levels of representation of ksp material to improve students' problem solving ability irma sulistiyanti1*, sri haryani2, edy cahyono3 1chemistry programs, postgraduate universitas negeri semarang, indonesia 2,3department of chemistry, fmipa, universitas negeri semarang, indonesia article info ____________________ history articles: submitted 25 november 2020 revised 11 december 2020 accepted 19 january 2021 ______________________ keywords: modules, problem based learning, multiple levels of representation, and problem solving _________________________ abstract ___________________________________________________________________ research is based on the mastery of problem solving abilities is still low and the teaching materials used in learning lack training and develop students' problemsolving abilities. this study aims to develop a module based on problem-based learning and contains multiple levels of representation in the solubility material and its solubility product which is feasible and to determine the improvement of students' good problem solving abilities. the research method used is research and development (research and development) and the learning modules are arranged according to pbl. data were collected through expert validation sheets, tests and questionnaires. the results of the validation of the material experts, linguists and media experts respectively showed very good results with an assessment percentage of 93.98%, 86.03% and 88.39%. the results of module trials by students through questionnaires received very good feasibility assessments with a percentage of 78.89% and the results of module trials by teachers got very good assessments with a percentage of 96.83%. the results of the application of problem-based learning modules obtained data in the form of pretest-posttest values which were tested using the n-gain test. the n-gain test results obtained a value of 0.56 in the medium category. the results of this test indicate that there has been an increase in the problem-solving abilities of students after using the module. based on the results obtained, it can be concluded that the pbl-based chemistry learning module on the solubility material and the solubility product developed is very effective and suitable for use in chemistry learning processes in schools. *correspondence address: e-mail: irmasulistiyanti28@gmail.com p-issn 2528-505x e-issn 2615-6377 irma sulistiyanti et al. / international journal of active learning 6 (1) (2021) 27-33 28 introduction in the 21st century, graduates of all levels of education face extreme global competition (afandi et al, 2019). 21st century skills are various types of skills needed by humans in facing challenges and increasingly complex lives (redhana, 2019). the rapid development of technology and widespread globalization in the 21st century have raised the concerns of many practitioners, educators and international organizations in the world about what skills students should have for the future (levy & murmane; noe et al, 2014; wagner, 2008; national research council, 2010). indonesia states that every lesson in the 2013 curriculum uses a scientific approach to increase student creativity. one of the important components of 21st century education is problem solving ability (wismath et.al, 2014). problem solving is a process to achieve goals when the achievement of these goals are not clear (ryan et al., 2016). the problem solving indicators used in this study are modified from polya (herlambang, 2013), those are understanding the problem, making plans, implementing plans and looking back. chemistry is a science that seeks answers to what, why, and how natural phenomena in relation to substances, including structure, composition, properties, dynamics, kinetics and energetics which involve skill and reasoning (chang & overby, 2011; huddle & pillay, 1996). so, studying chemistry must start by solving the problems of everyday life (jaber & boujaoude, 2012). when students want to solve everyday problems, of course, it begins with thinking about the individual student's skills in responding to a problem. students' individual thinking skills will be invited to collaborate on communication skills and teamwork skills. one of the learning models to solve this problem is problem based learning. problem based learning (pbl) is a model that instills a learning process starting from thinking, collaborating in groups, then communicating and building new student knowledge so that students can provide solutions and solve problems either individually or in group discussions (cahyono, 2019). in the pbl situation, students integrate knowledge and skills simultaneously and apply them in a relevant context (sudarmin et al,2019). other than that, problem based learning (pbl) is an approach that challenges students to “learn to learn” and work together in groups to solve real problems (amir, 2011). this is in line with the opinion that higher order thinking skills will be better if it is associated with problem-solving based learning, because the estuary and high-order thinking patterns are able to solve problems (widodo & kadarwati, 2013). pbl itself is a learning model that makes problems as a basis for students to learn, where students can apply critical, creative thinking and solve problems and apply knowledge to the real world of students and issues. (levin, 2001), where the problems presented in learning using the pbl model are problems that are able to explore students' curiosity, such as problems related to everyday life (dutch et al., 2000). increasing the problem-solving abilities of students in groups and individually requires appropriate learning models and media. the results of field studies show that the use of teaching materials in chemistry learning is not optimal. teachers only use worksheets which only contain material summaries and questions that do not include level thinking so that students' mastery of problem solving abilities is still low. based on these problems, students' mastery of problem solving abilities must be trained. one of the activities that can be done is developing modules. from various learning media, modules can be selected to be developed to support learning activities. modules are teaching materials that are arranged systematically in language that is easily understood by students, according to their age and level of knowledge so that they can learn independently with minimal guidance so they can study independently with minimal guidance from educators (prastowo, 2012: 106 by using modules, students are expected to be able to carry out independent learning and solve problems completely. the module is expected to describe the relationship between three levels of chemical representation (macroscopic, submicroscopic, and symbolic) so that students can understand chemistry comprehensively (gilbert and treagust, 2009), because there are still many students who do not understand the concept of material comprehensively, especially at the submicroscopic level. and symbolic language. the findings in the field show that students can present the macroscopic level quite well, but are still weak in presenting the submicroscopic and symbolic levels, this is in accordance with the findings (haryani, 2019). considering that chemical concepts irma sulistiyanti et al. / international journal of active learning 6 (1) (2021) 27-33 29 are abstract, such as interactions between atoms, molecules and ions (gkitzia, et al., 2010). if the module developed includes all three levels of chemical representation, then the module developed has the potential to improve problem solving abilities (annisa, 2018). problem-solving skills to develop meaningful chemistry knowledge could be accomplished with the ability to carry out interpretation and transformation among the three levels of chemistry phenomena (macro, sub-micro and symbolic) through visual, verbal, symbolic, or action representation ( sunyono & meristim, 2018). in addition, module development is carried out to guide students in solving problems. modules can be combined with a problem based learning model. based on this description, the problem in this study are how is the feasibility of a problem-based learning module containing multiple levels of representation and how is the problem-solving ability after using the module. this study aims to develop pbl-based modules and mlr content, analyze the feasibility of developing pbl-based modules and mlr-loaded modules and analyze students' problem solving abilities. methods this type of research is a research and development (research and development) (sugiyono, 2008) with a modified 4d model. the subjects of this study were 65 students of class xi ipa at ma darul hikmah jepara who had studied the solubility material and the product of solubility. sources and data collection methods include: documentation, questionnaires, tests, observations, and interviews (tria, 2020). this study contained data analysis, namely: feasibility validation analysis, student response analysis, and problem solving ability analysis. results and discussion this chemistry learning module is structured based on pbl syntax, such as: orientation of students on problems, organizing students to learn, guiding individual / group learning, presenting work, and evaluating the problem-solving process (kristia et al, 2017). the stages are then designed to be presented in a module which is divided into 3 parts, those are the introduction, presentation, and closing. the introduction part of the module is an introduction part and instructions for students to find out the steps of learning using pbl-based multiple level of representation based learning modules to be implemented. in this introduction section several stages are given, there are module descriptions, instructions for using modules, core competence, basic competence, and learning objectives, as well as a concept map for the solubility material and the product of solubility. the existence of pbl learning steps is expected that students can understand and be able to prepare themselves to participate in learning activities well. the module presentation section is the part after the introductory section where there are learning activities to be carried out. the presentation section generally consists of three case studies, three discussion columns, and three learning activities in which there are discussion activities, material descriptions, summaries, and independence tests. the learning activities are then arranged in a module based on the pbl syntax. the first stage is the orientation of students towards the problems, at this stage the module presents articles about the problem and guides students to find the concepts in the article. the first stage is presented in the case study column, in the case study column of students in each section of the learning activity there are examples of natural phenomena related to solubility material and solubility products, one example in learning activity 1 is the solubility of lime compounds in water, which is shown the phenomenon of limestone groundwater in toroh sub-district in a limestone mountain area in central java province where people often complain about the appearance of white deposits / crusts from the water used. the next stage is to organize students for learning presented in the discussion column section. in this section students are directed to form groups and discuss. next is the learning activity, at this stage students carry out learning independently or in groups. this section contains material descriptions, examples and exercises, summaries, and independent tests. the description of the material is divided into three, the first part contains a description of the concept of solubility and the product of solubility, the second part contains the concept of changes in the solubility irma sulistiyanti et al. / international journal of active learning 6 (1) (2021) 27-33 30 equilibrium because of the influence of namesake ion, ph, and the third part is predicting precipitation. similar to the discussion column section, the learning activities section is divided into three parts. at this stage students are expected to be able to learn independently, both individually and in groups to master the concepts presented, and also by practicing through existing sample questions. to understand the description of the solubility material and the product of solubility, in the learning activities section, the material presented contains three levels of representation, those are macroscopic, microscopic and symbolic. the stage of presenting the work, and evaluating the problem-solving process is presented in the discussion report, learning assessment and reflection section. in this section students make a written report on the results of the discussion in the discussion column, which they do with their groups. the report framework can be seen in the picture and students are also guided to deliver the results of the report orally (presentation). with selfassessment through learning assessment tables and teacher reflection tables to help students evaluate what they have done during teaching and learning activities the last part of the developed module is the closing part, this section is a complement to the module content, in the form of a glossary, a data table of compound solubility products, answer keys to practice questions and independent tests, and a bibliography. the existence of a glossary is expected to help students understand the meaning of the terms in the module. and with the practice answer keys, students can check their answers so they know what parts need to be fixed. after designing the teaching material instrument, then the next stage is the development stage by realizing the module design that has been designed into a module that is ready to be validated. validation was carried out on material experts and media experts consisting of 2 chemistry education lecturers and 1 high school chemistry teacher. validation is carried out to determine the feasibility of the module. the results of the material expert and media expert validation are presented in table 1. table 1 module validation results module presentation 1 80 % good graphic eligibility 6 85 % very good display quality 1 70 % gook based on the analysis of module validation results from material experts, the ideal percentage was 90.04%. this means that the feasibility of the module in terms of material is included in very good feasibility. meanwhile, the results of module validation from media experts showed that the ideal percentage was 78%. this means that the feasibility of the module in terms of media is included in good feasibility. the module has been equipped with several learning activities that can attract students' interest in learning the material, in accordance with the objectives of the pbl model, which is to make learning more effective and student-centered (sujiono & widiyatmoko, 2014). this is in accordance with the opinion of strobel & barneveld (2009) which states that the pbl model is successful in creating effective learning strategies. however, input and suggestions from the validator were still considered to make improvements to the developed module before being tested. some of the improvements made to the module, such as not being able to explain the meaning of solubility and solubility product, the concept map is not clear, the material is still unclear about the name ion effect, the source has not been included, and many typos in writing. the revised module was ready to be piloted on a small scale. a small scale trial was conducted to determine the readability level of the module being developed. small-scale trials were carried out by distributing module to 9 students in 11th grade science 1. after finishing the students filled out the module questionnaire sheet. the recapitulation of the module readability questionnaire scores can be seen in table 2. the response of students to the module as a whole showed that the developed module got a good response from students and was feasible to use as a learning resource which can be seen from the average score of 81.83%. however, in filling out the questionnaire, there were input and suggestions from students, such as the printing of the module was not large enough, there were less examples of questions and unclear images. the improved module was then tried out on a large scale. irma sulistiyanti et al. / international journal of active learning 6 (1) (2021) 27-33 31 table 2. recapitulation of module readability questionnaire scores assessment aspect % ideality eligibility category ease of understanding the material 97.7% very good independent learning 78.8% good learning activeness 70.3% good module interest 79.3% good presentation of the module 83% very good use of modules 85.5% very good multiple level of representation 83% very good problem based learning 77% good large-scale trials were conducted by distributing modules to 65 students for use during solubility learning and solubility results. after completion, students filled out a questionnaire response sheet to assess the feasibility of the module being developed. the results of the questionnaire score recapitulation in large-scale trials are presented in figure 1 figure 1. diagram of the results of a large-scale student response questionnaire information : 1. ease of understanding the material 2. independence in learning 3. learning activeness 4. module interest 5. presentation of the module 6. use of modules 7. multiple levels of representation 8. problem based learning the results of respondents from scale students got a mean value of 82.69%. when converted to a likert scale, it is included in the criteria for both learning media. in addition to assessing the feasibility of the module, students were asked to provide suggestions and criticism. in general, the suggestions and criticisms given were very positive for the module media such as: a. the pbl based chemistry learning module with multiple levels of representation is good and interesting. b. this module is very interesting because there are pictures that are quite clear and the material is easy to understand. c. this module is very interesting because there are steps in solving problems in learning d. using modules makes it easier to learn independently. in large-scale trials, before learning began students were given pretest questions and after learning were given post test questions. the students 'pretest and post test answers were then assessed to determine the increase in students' problem solving abilities. the pretest and posttest results were then analyzed by using the n-gain test. based on the n-gain test carried out on students, the results obtained in table 3 and table 4. table 3 recapitulation of students' problem solving ability n-gain score classification total of the students 0.70 < n-gain ≤ 1.00 high 45 0.30 < n-gain ≤ 0.70 moderate 13 n-gain ≤ 0.30 low 7 table 4 the results of the average n-gain test on students' problem-solving abilities grade average score ngain classification 11th grade science 1 & 2 pretest post test 19,55 61,45 0,56 moderate the result of the overall n-gain test by calculating the average value of the pretest and post test, it was obtained that it was 0.56 which was included in the moderate category. it showed that the module of problem-based learning containing multiple levels of representation which is developed can increase the students' problem-solving abilities in the solubility material and the product of solubility. this increase is marked by the students’ ability to answer post test questions better according to the steps that 74.00% 76.00% 78.00% 80.00% 82.00% 84.00% 86.00% 88.00% 1 2 3 4 5 6 7 8 83.40% 79.30% 80.30% 85.74% 83.20% 86.50% 84.30% 78.80% i d e a li ty assessment aspect irma sulistiyanti et al. / international journal of active learning 6 (1) (2021) 27-33 32 have been spaced than when students work on pretest questions. conclusion based on the research that has been done, it can be concluded that the problem-based learning module for students to improve the students’ problem-solving abilities is feasible. the analysis of the feasibility of the product obtained from the material and media expert validator resulted in a total percentage of the material and media expert validator respectively 90.64% and 78%, which means good feasibility and the average score of the response of students was 81.83%. it showed that students can easily learn using the solubility module and the solubility product. the improvement of students' problem-solving abilities after using the problembased learning module was shown by the n-gain test with a result of 0.56 which was classified as moderate. references agustina,k.,wahyu,h.k.,& noviandini,d. 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(2020) development of stem-based module with integrated chemo-entrepreneurship to enhance students’ conservation characters and entrepreneurship. international journal of active learning,5 (2), 46-52 wagner, t. (2008). the global achievement gap: why even our best schools don’t teach the new survival skills our children need, and what we can do about it. new york, ny: basic books. wismath, s., doug, o., & maggie, z. (2014). student perception of problem solving skills. transformative dialogues: teaching & learning journal. vol 7(2): 117 widodo, t., & kadarwati, s. (2013). higher order thinking berbasis pemecahan masalah untuk meningkatkan hasil belajar berorientasi pembentukan karakter siswa. cakrawala pendidikan, 32(1), 161-171 17 6 (1) (2021) 17-26 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal the effectiveness of tpack-based learning physics with the pbl model to improve students' critical thinking skills cindy adelia wardani*, budi jatmiko universitas negeri surabaya, indonesia article info ____________________ history articles: submitted 25 november 2020 revised 11 december 2020 accepted 15 january 2021 ______________________ keywords: effectiveness, critical thinking skills, pbl, tpack _________________________ abstract ___________________________________________________________________ critical thinking skills are thinking skills that are needed to live in the 21st century. this study aims to analyze the effectiveness of tpack based physics learning with the pbl model to improve students' critical thinking skills. the research is a pre-experimental design with the trial design a one-group pretestposttest design. the subjects in this study were students of class x ipa 5 and x ipa 6 sma negeri 1 driyorejo gresik in the academic year 2020-2021. trial design using. the data analysis technique used quantitative and interferential descriptive analysis. the results showed that physics learning based on tpack with the pbl model was effective in improving students' critical thinking skills. in terms: a) improving critical thinking skills of students is significant at α = 0.05 (2-tailed), b) mean n-gain score with high category, and c) nothing different in improving critical thinking skills of students at each class. thus, tpack-based physics learning with the pbl model can use as input for teachers to improve the critical thinking skills of students. *correspondence address: e-mail: cindy.17030184031@mhs.unesa.ac.id p-issn 2528-505x e-issn 2615-6377 cindy adelia wardani & budi jatmiko / international journal of active learning 6 (1) (2021) 17-26 18 introduction education is an effort to improve the quality of human resources. education is a structured and planned effort to realize the learning process without any age restrictions. the rapid development is accompanied by the development of technological science, which so far needs a response by the performance of the world of education that is professional and has high quality. the development of a country is influenced by educational activities because the future of a country is very much determined by how the country applies education (yamin & antasari, 2008). there is an important component in the education system, namely the curriculum. this is because the curriculum does not only formulate the goals to be achieved but also clarifies the direction of education and provides an understanding of the learning experience that every student must have (sanjaya, 2008). the curriculum is a set of plans and learning rules that include objectives, content, and teaching materials as well as methods that serve as guidelines for the implementation of the learning process to achieve educational goals (kemendikbud, 2003). education in indonesia has used various kinds of curricula, one of which is the 2013 curriculum. the 2013 curriculum is a curriculum that is capable of producing creative, productive, effective, innovative students, and integrated knowledge. the 2013 curriculum also requires students to have the ability to think at a higher level, work, be scientific, and communicate, especially in learning physics (leonda, a. m., desinta, & budi, s. agus, 2015). physics has always been considered the most difficult and tedious subject by most students because there are too many formulas and numbers. physics is one part of natural sciences (ipa) which studies at the high school or vocational high school level that is studied natural phenomena or phenomena in the form of knowledge, ideas, and organized concepts through scientific activities (widyaningsih, 2011). the process of physics learning does not only emphasize knowledge related to facts, concepts', and physics but provides direct experience to students so that students can understand the natural surroundings scientifically. in the 2013 curriculum, physics learning aims at high school to get religious values, be scientific, conduct experiments, communicate results, be able to increase mastery of concepts, principles, and skills in developing knowledge, a confident attitude as a complement to continuing education to a higher level, and able to develop science and technology (kemendikbud, 2014). this is following the 21stcentury competency framework which shows that knowledge is not enough only through the core subject, but is equipped with critical thinking skills (partnership for century 21st, 2009). critical thinking is a learning ability that is taught to students to understand a problem, seek information to solve problems, understand assumptions, formulate and make hypotheses, and draw conclusions that are by the problem (ristontowi, 2011). critical thinking is also an organized process and allows students to evaluate evidence, logic, and language that is the basis of student statements (dewanti, 2011). in the learning process, teachers play an important role in fostering the critical thinking skills of students. one of them is in the selection of models, content, and learning media that can support the learning process. learning strategies that are considered to foster students' critical thinking skills are: 1) encouraging interaction between students and activities in groups; 2) provide open-ended questions that can open opportunities for students to answer confidently; 3) give students enough time to conclude answers; and 4) applying knowledge in everyday life (potts, 1994). if the teacher can create a learning atmosphere that suits the individual or group needs, then these learning activities will run well. according to law no. 14 of 2005 on teachers and lecturers, it is stated that one of the duties of the teacher is to plan, implement, and assess and evaluate learning outcomes. to fulfill this task, teachers are required to be able to design a learning device for each material to be taught. one of the learning tools is the learning implementation plan (rpp) and the teacher has made rpp before carrying out the learning process. 2020 is a tough year, where you have to stay at home, work from home, and school from home to support government programs to break the chain of spreading coronavirus disease 19 (covid19) which can kill anyone infected, not only in indonesia but also throughout the world (siahaan, 2020). covid-19 has had a major impact on life, one of which is in the field of education. so that it brings changes to the cindy adelia wardani & budi jatmiko / international journal of active learning 6 (1) (2021) 17-26 19 learning system, which previously face-to-face learning was implemented in schools, is now experiencing significant changes, namely being implemented online (in a network) or distance learning (kemendikbud, 2020). online learning requires that all elements of education adapt to the online learning system, especially with the use of ict. problems that arise during online learning include internet access, learning facilities, parental understanding, and family finances. all of these obstacles play an important role in the success of online learning. online learning is studying utilizes internet networks with accessibility, connectivity, flexibility, and the ability to open various types of interactions in studying. the successful implementation of online learning is support by several facilities such as smartphones, laptops, or the like that can access information anytime and anywhere (gikas & grant, 2013). in online learning, teachers are expected to be able to innovate learning strategies by adapting to the lessons being taught. teachers can use ict to support the learning process online. one of the integrations of ict in the online learning process is are developing tpack-based learning tools, namely by combining technology, pedagogy, and content knowledge (misra and koehler, 2006). tpack can act as a learning framework that functions to think about the knowledge a teacher has for integrating technology in the learning process and how to increase this knowledge. in responding to the importance of students 'critical thinking skills but the unavailability of tpack-based learning tools, innovative efforts are needed to assist teachers in developing tpackbased learning tools to be able to improve students' critical thinking skills and make it easier for teachers to implement the online learning process. besides, these efforts are also expected to be able to improve the quality of physics learning through the process of improving online learning. efforts that can be made in improving online learning include selecting and implementing physics learning by using a learning model that can provide students with opportunities to solve problems that exist in everyday life. this is following sulardi's (2015) research which states that there is an increase in students' critical thinking skills with the problem based learning (pbl) model. the pbl model is a learning model that has a huge influence on increasing the critical thinking skills of students in learning physics. pbl is learning that uses real (authentic) problems in everyday life that are unstructured and open as a context for students to develop skills in solving problems and critical thinking and building new knowledge (rusman, 2011). to get problems in learning the pbl model, you can summarize the news via youtube, the internet, and television (agustina, kristiyanto, & noviandini, 2017). pbl also requires students to focus on solving problems, be actively involved in the learning process can develop knowledge and thinking skills, both individually and in groups (arifin, 2014). one of the physics learning materials that allow students can see problems authentically is straight motion kinematics. the reason for choosing this material is because this material can be taught online learning and related phenomena encountered by students in everyday life. the pbl model is expected to be able to improve the critical thinking skills of students. based on the description above, to maximize the online learning process and improve students' critical thinking skills, it can be integrated into a tpack-based learning tool. by integration technology in the form of a learning process using video conference applications such as google meetings, assignment collection via a google classroom, presence via a google form, e-modules in flipbooks, learning models using pbl, and straight motion kinematics materials are expected to make students discover related concepts. material, as well as studying indicators, can be achieved properly and optimally without misconceptions. so, the researcher designed and conducted a study entitled "the effectiveness of tpack-based learning physics with the pbl model to improve students' critical thinking skills”. in general, the purpose of this study is to analyze the effectiveness of tpack-based physics learning with the pbl model to improve students' critical thinking skills. methods this research is experimental. this research was conducted online (in-network). the subjects of this study were students of class x ipa sma negeri 1 driyorejo gresik in the odd semester of 2020/2021. cindy adelia wardani & budi jatmiko / international journal of active learning 6 (1) (2021) 17-26 20 the population in this study were 36 students in class x ipa 5 and 36 students in class x ipa 6, sma negeri 1 driyorejo gresik. learning in this study was carried out using tpack-based learning tools in the form of a syllabus, learning implementation plan (rpp) using the pbl model, e-module in the form of a flipbook, student worksheet (lkpd), test questions, powerpoint (ppt), and assessment. this is structured to improve students' critical thinking skills by kd 3.4, namely analyzing physical quantities in straight motion with constant speed (fixed) and straight motion with constant acceleration and its application in everyday life such as traffic safety. besides, is also equipped with supporting instruments, namely learning device validation sheets, lesson plan observation sheets, student response questionnaires, and critical thinking skills tests. the method in this study is pre-experimental design research with a one group pretest posttest design trial design (prabowo, 2011). the design is described as follows: u1 → l → u2 with: u1: the initial test is to determine students' skills towards learning material before using treatment (pretest). l: giving treatment to students, namely by carrying out a tpack-based learning process with the pbl model to improve students' critical thinking skills. u2: the final test is to determine students' skills towards learning material after using treatment (posttest). data collection techniques are used to obtain relevant, accurate, and usable data by the objectives of the research being carried out. data collection techniques used in this study are giving tests and response questionnaires. the analysis of the research results and the results of the learning trials in this study are as follows: analysis of the validity of learning tools learning tools that include syllabus, lesson plans, e-module, lkpd, test questions, ppt, and assessments that will be used are validated first by two validator lecturers to provide services to the validity of learning tools. in this study, the data collected were analyzed with an average score for each aspect with the following criteria: table 1. criteria for assessment of learning tools score information 3,5 ≤ x ≤ 4,0 very valid 2,5 ≤ x < 3,5 valid 1,5 ≤ x < 2,5 less valid 0 ≤ x < 1,5 invalid (ratumanan & laurens, 2006) 1) analysis of learning implementation assessment of the implementation of learning is carried out by two observers at each face-to-face. the data were processed descriptively and quantitatively using the following equation: (1) then, the results of the implementation of learning are converted using the following assessment criteria: 3,50 – 4,00 = very good 3,00 – 3,49 = good 2,00 – 2,99 = good enough 1,00 – 1,99 = not good (riduwan, 2010) 2) analysis of students' critical thinking skills skills tests are using to determine students 'mastery of students' critical thinking skills. students' critical thinking skills were analyzed by description quantitatively. to determine students' learning completeness, the equation is: (2) the results of students' critical thinking skills are declared complete if the value obtained meets the minimum completeness criteria (kkm) set by the school, which is 80. from the data from the students 'pretest and posttest results, an n-gain analysis was carried out to show the differences in students' physics knowledge before and after the treatment. cindy adelia wardani & budi jatmiko / international journal of active learning 6 (1) (2021) 17-26 21 〈 〉 (3) with: <g> = gain score spre = pretest score spost = posttest score smax = maximum score then the calculation results are converted with the following criteria: table 2. n-gain criteria score n-gain criteria 0,7 < n-gain high 0,3 ≤ n-gain ≤ 0,7 medium n-gain < 0,3 low (hake, 1999) students' critical thinking skills after being given treatment using the tpack-based pbl model, were carried out statistical analysis. the pretest and posttest difference tests were carried out in class x ipa 5 and x ipa 6 using parametric statistics with a significance level of α = 0.05 (2-tailed). differences in students' initial critical thinking skills to find out differences in students' initial understanding using the independent t-test on the pretest data with the following hypotheses: h0: there is no difference in the initial critical thinking skills of students in class x ipa 5 and x ipa 6. h1: there are differences in the initial critical thinking skills of students in class x ipa 5 and x ipa 6. in testing the hypothesis, the criteria for rejecting or accepting h0 based on tcount are as follows: if tcount > ttable, then h0 rejected if tcount < ttable, then h0 accepted (sugiyono, 2014). increasing students' critical thinking skills to determine the increase in critical thinking skills of students for each class using the paired t-test on the pretest and posttest data with the following hypotheses: h0: there is no increase in students' critical thinking skills. h1: there is an increase in students' critical thinking skills. in testing the hypothesis, the criteria for rejecting or accepting h0 based on tcount are as follows: if tcount > ttable, then h0 rejected if tcount < ttable, then h0 accepted (sugiyono, 2014). differences in the improvement of students' critical thinking skills to find out the difference in the improvement of students' critical thinking skills using the independent t-test on the n-gain data with the following hypothesis: h0: there is no difference in the increase in the critical thinking skills of students in class x ipa 5 and x ipa 6. h1: there are differences in the increase in the critical thinking skills of students in class x ipa 5 and x ipa 6. in testing the hypothesis, the criteria for rejecting or accepting h0 based on tcount are as follows: if tcount > ttable, then h0 rejected if tcount < ttable, then h0 accepted (sugiyono, 2014). result and discussion before carrying out the learning process, the learning tools used validated by two validator lecturers. the results of the validity of the tpackbased physics learning device with the pbl model used have been declared valid and can be used in physics learning to improve students' critical thinking skills. figure 1. validation results of physics learning devices tpack-based physics learning with the pbl model can be said to be effective if the learning process has been carried out well. based on the analysis of the implementation of the lesson plan, it was found that 3.30 3.40 3.50 3.60 3.70 sy ll ab us rp p emo du le lk pd te st qu a… ppt as ses sm e… rata-rata 3.63 3.65 3.66 3.64 3.62 3.43 3.48 m e a n v a li d a ti o n r r e su lt cindy adelia wardani & budi jatmiko / international journal of active learning 6 (1) (2021) 17-26 22 the phases of learning activities contained in the lesson plans for class x ipa 5 and x ipa 6 were carried out with an average score of 3.50 and 3.52 in both categories with the reliability of 93.33%. table 3. rpp implementation score component x ipa 5 x ipa 6 meeting 1 meeting 2 meeting 1 meeting 2 opening activities 3,17 3,83 3,33 4,00 core activities 3,07 3,43 2,93 3,43 closing activities 3,25 4,00 3,25 4,00 time management 4,00 4,00 4,00 4,00 class situation 2,75 3,50 2,75 3,50 the mean score for lesson plans for class x ipa 5 and x ipa 6 includes opening activities, core activities, closing activities, and time management is a good category. the class situation in learning was not optimal at the first meeting. because students feel not used to virtual learning via google meetings, so it takes quite a long time to adapt to the learning process. good implementation of lesson plans shows that teachers can manage learning according to phases of the tpack-based pbl model. the teacher can guide students into pbl learning situations so that students can find concepts from problems in everyday life related to straight motion kinematics material correctly. this is by vigotsky's scaffolding theory regarding the concept of assisted learning, which states that the teacher is a guide in the learning process so that students can master the material thoroughly and can develop cognitive skills to a higher level (nur, 2011). this theory is also supported by bruner (nur, 2011), who states that teachers do not only think about teaching but how to guide students to learn more optimally so that students can master the concepts of physics by predetermined learning objectives. before carrying out the learning process by implementing tpack-based learning with the pbl model, students a pretest to determine the students' initial skills. after carrying out the learning process, students a final test (posttest) to determine the students' final skills. the pretest and posttest scores are used to measure the differences in student learning outcomes between before and after carrying out tpack-based learning with the pbl model to improve students' critical thinking skills in straight motion kinematics material. this value is then analyzed descriptively and followed by the calculation of n-gain to determine the increase in the results of students' critical thinking skills. figure 2. the mean result of the critical thinking skills test of class x ipa 5 and x ipa 6 students based on the descriptive analysis, it is found that before was carried out tpack-based learning with the pbl model, students' critical thinking skills were below the kkm with the mean pretest scores of class x ipa 5 and x ipa 6 being 49.72 and 49.44. after students carried out the pbl-based tpackbased learning process, the average critical thinking skills test score of students increased with posttest scores from class x ipa 5 and x ipa 6 of 87.78 and 86.67 with the total number of students who completed overall as many as 64 people and as many as 8 people who have not completed. figure 3. hasil rata-rata n-gain pada kelas x ipa 5 dan x ipa 6 differences in students’ initial critical thinking skills the test for differences in students' initial critical thinking skills used the pretest data for critical thinking skills using the independent t-test with a significance level of α = 0.05 (2-tailed). table 4. independent t-test results on the pretest data sample mean std. deviation tcount ttable information x ipa 5 49,722 157,064 0,097 2,030 h0 accepted x ipa 49,444 136,853 0.00 20.00 40.00 60.00 80.00 100.00 x ipa 5 x ipa 6 pre-test 49.72 49.44 post-test 87.78 86.67 c r it ic a l t h in k in g s k il ls t e st r e su lt s 0.71 0.72 0.73 0.74 0.75 x ipa 5 x ipa 6 n-gain 0.74 0.72 n -g a in c r it ic a l t h in k in g s k il ls t e st r e su lt s cindy adelia wardani & budi jatmiko / international journal of active learning 6 (1) (2021) 17-26 23 6 in the table above, it can be seen that the value of tcount < ttable, the meaning is no difference in initial critical thinking skills between students in class x ipa 5 and class x ipa 6 before doing tpack-based learning with the pbl model. improvement of students’ critical thinking skills the test for increasing students 'critical thinking skills used to pretest and posttest data for students' critical thinking skills using the paired t-test with a significance level of α = 0.05 (2-tailed). table 5. paired t-test result on the pretest and posttest data sample mea n varia nce pearson correlat ion tcount ttable informa tion x ip a 5 pret est 49,7 22 157,0 64 0,006 14,7 71 2,0 30 h0 rejected post est 87,7 78 80,63 5 x ip a 6 pret est 49,4 44 136,8 25 0,028 13,8 34 post est 86,6 67 131,4 29 in the table above, it can be seen that the value of tcount < ttable, the meaning is an increase in students’ critical thinking skills after tpack-based learning with the pbl model is carried out. differences in the improvement of students’ critical thinking skills the difference test for the improvement of students' critical thinking skills using the n-gain data for critical thinking skills using the independent t-test with a significance level of α = 0.05 (2-tailed). table 6. independent t-test results on the n-gain data sample mean std. deviation tcount ttable information x ipa 5 0,742 0,044 0,358 2,030 h0 accepted x ipa 6 0,723 0,055 in the table above, it can be seen that the value of tcount < ttable, the meaning is no difference in the improvement of critical thinking skills between class x ipa 5 and class x ipa 6. based on the skills test before and after the learning process, there was a significant increase in the critical thinking skills of students. increasing the skills of students can be seen from the calculation of the ngain pretest and posttest students. the results calculations obtained the mean n-gain of each class x ipa 5 and x ipa 6 amounted to 0.74 and 0.72 with a high category. it shows that tpack-based learning with the pbl model is applied in the learning process on straight motion kinematics material can significantly improve students' critical thinking skills. the results of this study support the research conducted by sulardi (2015) regarding the development of pbl model physics learning tools to train students 'critical thinking skills, which shows that the pbl model can train students' critical thinking skills. the learning process with the pbl model is supported by vygotsky's theory, which emphasizes the principle of the zone of proximal development (arends, 2013). the teacher uses vygotsky's theory in learning physics by determining tasks that go beyond the skills of students with a teacher of guidance. the initial steps of learners depend on the teacher, then learners become more independent after mastering the task of learning and gain new understanding. teachers are required to become facilitators of students to master new learning skills and experiences (khotimah in ayuningtyas, 2015). in the physics learning process, students who act as learning subjects need to be guided and trained gradually in developing their thinking skills. one is the critical thinking skills through a series of problembased learning learners are expected to think reflectively, logically, and systematically (hidayah et al, 2017). the topic used in improving critical thinking skills is straight motion kinematics. the results of interferential statistical analysis to analyze the effectiveness of tpack-based physics learning with the pbl model to improve students' critical thinking skills. the data obtained were then analyzed statistically using parametric interference statistical analysis (independent t-test and paired ttest). students' initial critical thinking skills analyze from the pretest data for critical thinking skills on the t-independent test with a significance level of α = 0.05 (2-tailed). in class x ipa 5 and class x ipa 6 have tcount <ttable, which means there is no difference in initial critical thinking skills in each class. this shows that cindy adelia wardani & budi jatmiko / international journal of active learning 6 (1) (2021) 17-26 24 students have the same critical thinking skills before carrying out the tpack-based learning process with the pbl model. improved critical thinking skills of students analyzed data from the pretest and posttest critical thinking skills of each class (x x ipa ipa 5 and 6) using a paired t-test with significance level α = 0.05 (2-tailed). in class x ipa 5 and x ipa 6 have tcount > ttable, this means that there is a significant increase in students' critical thinking skills in straight motion kinematics material after carrying out tpack-based learning with the pbl model. the results of different tests for improvement of students' critical thinking skills after learning using n-gain critical thinking skills for each class used the independent t-test with a significance level of α = 0.05 (2-tailed). in class x ipa 5 and x ipa 6 have tcount < ttable, this means that there is no difference in the improvement of student's critical thinking skills in each class. results of the independent t-test are used to determine differences in the significant increase in the critical thinking skills of students in class x ipa 5 and class x ipa 6. the results obtained show that is no significant difference between an increase in the critical thinking skills of students in class x ipa 5 and x ipa 6. this can happen because the teacher has implemented tpack-based learning with the pbl model optimally. the critical thinking skills achieved by students of class x ipa 5 and x ipa 6 are in good categories with an average score of 85.73. these results can be achieved because students continue to practice for two meetings to carry out the learning process. at the first meeting, the teacher simulates how to experiment so that students have an idea of the experiment to be carried out. furthermore, students conduct experiments with teacher guidance in designing experiments, taking data, analyzing, and making conclusions critically and logically. although the students have not been accustomed to a test of skill, to make learners feel alienated when designing experiments, retrieving, and analyzing, but the students are so happy in the implementation of the learning process that can improve critical thinking skills that are arrange based learning tpack model pbl. based on the results of skills test completeness, students have been able to practice critical thinking skills through skills tests. however, students still need ongoing guidance and training with the aim that students are accustomed to using critical thinking skills in solving problems in everyday life, especially in physics concepts and the results achieved are more optimal. based on the results of statistical analysis interferential, it can conclude that tpack-based learning with pbl model can demonstrate the effectiveness value to improve the critical thinking skills of students during the studying online, this is according to research conducted by titin mairisiska (2014) concerning the development of devices based learning tpack in the material of the colligative nature of the solution to improve students 'critical thinking skills which shows that tpack-based learning tools can optimize learning and can improve students' critical thinking skills. the implementation of critical thinking skills in the physics learning process has been arranged with strategies and methods following the online learning process, with the hope of meeting the 2013 curriculum achievement targets which state that is an increase and balance between the skills and knowledge of students which include cognitive, affective, and psychomotor. thus, physics learning based on tpack with the pbl model can use as input for teachers to improve students' critical thinking skills. technologies that can use to support online learning include video conference applications for face-to-face learning so that students can learn optimally even though only online because students are more interested and enthusiastic about using video conferencing applications than using only whatsapp and google classroom. conclusion based on the results of data analysis, can be concluded that physics learning based on tpack with the pbl model is the effectiveness in improving the critical thinking skills of students of sma negeri 1 driyorejo gresik. in 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(2019). berpikir kritis dalam konteks pembelajaran. jakarta: erzatama karya abadi. 49 6 (2) (2021) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal the development of cihoe game as a learning media in the elemental chemistry material nuril fatimah, rusly hidayah universitas negeri surabaya, indonesia info articles ____________________ history articles: submitted 30 january 2021 revised 11 february 2021 accepted 29 march 2021 ____________________ keywords: cihoe, elemental chemistry, game, media _________________________ abstract _________________________________________________________________ the purpose of the research are to develop cihoe "chemistry island: heaven of elements” game as a learning media in elemental chemistry material and also to test the validity, practicality and the effectiveness of the game. the method that used in this research is gall and borg development model. the steps are limited to the preliminary field testing. the preliminary field testing step was conducted using one group pretest posttest design. the instrument that used are validation questionnaire, observation sheet, student’s response questionnaire, pretest and posttest questions. data collection were conducted with 15 students of sman 1 menganti. the validity of the game is 91,25 %, which means very valid. the practicality value of the game is 92,6 % which means very easy to operate and useful. the observation result of the student’s learning activity is 98,57 %. the classical completeness at the pretest is 13 %, while in the posttest reaches 93 %. it means that cihoe game is very effective to be used as a learning media in elemental chemistry material. by the development of cihoe game, researcher hopes that it will help chemistry teachers to explain elemental chemistry material.  address correspondence: p-issn 2528-505x email: nuril.17030194053@mhs.unesa.ac.id e-issn 2615-6377 nuril fatimah & rusly hidayah / international journal of active learning 6 (2) (2021) 50 introduction the regulation of the education minister in indonesia no. 22 of 2016 stated that the learning process in the education units must be interactive, fun, and motivate the students to play an active role and provide sufficient space for initiative, creativity, independences according to their talents, interests, physical and psychological developments. learning is an attempt that designed involves and uses professional knowledge possessed by teachers to achieve curriculum objectives (suardi, 2018). nowadays, the trend “freedom of learning” in the pandemic era become an issue in the educational aspect. student can learn everywhere and every time despite of learning in the classroom. but, student always need helper to study by themselves. therefore an effective learning is needed to maximize student learning activities, even though the learning activities is independent by student. learning activity can be implemented effectively by considering the characteristic of learning materials and the student. the average age of senior high school student is 15-18 years old, known as adolescence. the brain cells grown perfectly in this age. therefore, student can do high level cognitive activity such as formulate problems and make decisions (saputra & munaf, 2020). in this phase, senior high school students would be better if trained to analyze problems during the learning activities. it will helps them to develop their cognitive structure. the learning activities should be more active in student and the teacher has a figure as a motivator. student have to construct their own knowledge by their learning experiences. constructivist learning theory is defined as learning that is generative, namely the act to create a meaning from what is learned (isti'adah, 2020). this theory emphasizes that learning can be built by humans themselves through their experiences. learning is more emphasized on process than result. students are expected to be able to construct their knowledge through their own learning experience. one of the method to implement learning experience is through the media that can be used by students. media that can be used independently by student can help them to construct the knowledge about the materials. chemistry is one of natural science subject that must be learned by science class of senior high school student. one of the material in chemistry is the elemental chemistry. this sub material explain about the abundance of element’s ore in universe, the uses of elements in daily life, manufacturing process, physical and chemical properties of elements. based on the teacher’s interview, the method to explain elemental chemistry material usually by reading the chemistry books. that is why student felt bored while studying elemental chemistry material. limited availability of media is one of the reason. the uses of the media in the learning process can affect the student’s motivation in learning chemistry. based on the preliminary research in the sman 1 menganti, the level of student’s motivation is in the moderate category. students who feel unmotivated to learn can be happen because students feel that their needs are not well fulfilled (badaruddin, 2015). teacher must deliver and explain well to the students so their needs will fulfilled. the explaining methods to explain elemental chemistry material can be in several different way. one of the method is explaining the material by using a media. it will motivate and catch the attention of the student. learning media is anything that can be used to transmit messages in the form of learning materials, so it can stimulate the attention, interest, thoughts and feelings of learners in learning activities to achieve certain learning objectives (sumiharsono & hasanah, 2017). the main function of media in learning chemistry is to make the abstract concept become concrete. the uses of media must be appropriate with the learning objectives and the character of the materials. media can help student to catch the main idea of teacher’s explanation about the materials. teacher can use game as the learning media in learning chemistry. the fun atmosphere in learning process can make student become active and motivate them to learn more about the materials. student also become creative and feel not bored during the learning activities. the uses of game in learning chemistry can affect the completeness of student’s learning outcomes (hidayah, suprianto, & rahmawati, 2017). unfortunately, using of game as a learning media has not been widely implemented in schools. the lack of use of game as a media to study chemistry is due to the limited information from teacher about game-based learning media (fatimah & hidayah, 2020). the technological developments have advantages in educational sector, especially in the development of learning media. it is necessary for teacher to implement the game as a media in learning process. based on the described things above, the researcher wants to develop a game-based learning media in elemental chemistry called cihoe "chemistry island: heaven of elements". in addition, researchers also want to know the validity, practicality and effectiveness of these games in learning elemental chemistry by tested it to senior high school students. the other purpose of this research is also to introduce nuril fatimah & rusly hidayah / international journal of active learning 6 (2) (2021) 51 the game-based learning media in chemistry lesson for teacher. methods the type of this research is the development of game-based learning media. the method that used in this research is gall and borg development model. the gall and borg development model consists of ten stages in developing a product: research and information collecting, planning, developing preliminary forms of products, preliminary field testing, main product revision, main field testing, operational product revision, operational field testing, final product revision, dissemination and implementation (sutarti & irawan, 2017). the steps that used in this research are limited to the preliminary field testing. figure 1. steps of gall and borg development model. the preliminary field testing step was conducted using one group pretest posttest design. researcher give the pretest before the treatment (o1). after the treatment (x), researcher give the student posttest (o2) to measure the effectiveness of the game as a learning media (setyosari, 2016). the data collected in sman 1 menganti in february 2021. the subject of this research are 15 student of xii-science class. data collecting are use the interview, questionnaire and test. the interview were conducted with one of chemistry teachers. the interview for teacher has purpose to know the method and the media that used to explain elemental chemistry materials. it is also to get the information about the obstacles during the elemental chemistry learning. a questionnaire is an instrument in the form of a number of written questions, the aim of which to obtain information from respondents about what they have experienced and know (siyoto & sodik, 2015). there are several questionnaire that used in this research: study, validation, and student response questionnaire. the study and validation questionnaire is open, where the validators can state their advice to make some improvement for the developed media. the student’s questionnaire used in this study is closed, where the respondent only needs to choose the answer that has been provided. study and validation questionnaire use the likert scale 1-5, which are really bad, bad, enough, good and really good. likert scale is used to measure a person's attitudes, opinions, and perceptions about something (herlina, 2019). table 1. score of validation questionnaire (herlina, 2019). statement score really bad 1 bad 2 enough 3 good 4 really good 5 student’s response questionnaire and observation sheet are using guttman scale. there are two options in the sheets, “yes” and “no”. for the positive statement “yes” has value of 1, while “no” has value of 0. for the negative statement “yes” has value of 0, while “no” has value of 1. the indicators that used in student’s response questionnaire are enthusiasm and the easiness, which each indicators are developed into five statements. the observation sheet use three indicators, which are installation process of the game in computer, operating process of the game, practicality of the game. the indicators are developed into twenty statements to observe students activity during the lesson. the data analysis of validation sheet has purpose to know the validity of cihoe game. student’s response questionnaire and observation sheet has purpose to know the practicality of cihoe game. the percentage can be calculated using formula below: total score of validators maximum score x 100% based on the calculated percentage, cihoe game is stated valid if the percentage is ≥61% (riduwan, 2015). the criteria of the result from data analysis are interpreted based on table below: nuril fatimah & rusly hidayah / international journal of active learning 6 (2) (2021) 52 table 2. criteria of the validity value. average score (%) criteria 0-20 really bad 21-40 bad 41-60 enough 61-80 valid 81-100 very valid pretest and posttest are consist of 10 multiple choice questions. score of each correct answer is one. pretest given to student in the beginning of the research to measure the initial knowledge about elemental chemistry materials. the classical completeness calculated by formula below: number of students passed minimum score total number of students x 100% the result of pretest and posttest score are analyzed using kolmogorov-smirnov test to see the normality. if the sig. kolmogorov-smirnov shows a value of more than 0.05, it means that the data distribution is normal (arifin, 2017). in addition, to see the effectiveness of the cihoe game, the pretest and posttest score are analyzed using left-sided one t-test using spss application. statement of h0 is score of pretest or posttest are ≥ 70, while ha is score of pretest or posttest are < 70. in the left-sided test, if the t-count value is greater than or equal to the ttable, then h0 is accepted (sudjana, 2005). results and discussion teacher’s interview based on the interview with one of chemistry teacher in sman 1 menganti, the methods to teach elemental chemistry material is by reading and lecturing. teacher always use periodic system table. there are no other media that used to explain elemental chemistry material. students only read the elemental chemistry material by themselves. the teacher requires students to memorize the main group elements and always check the result of the memorizing. the obstacle of explaining elemental chemistry material is lack motivation from students. most of students have low motivation in learning chemistry. there are several student that did not come to teacher to memorize name of element and its group. validity of cihoe game cihoe "chemistry island: heaven of elements" game development is using unity application based on storyboard that have been arranged. validation sheets are given to two lecturer and one chemistry teacher. validation steps are needed to make sure that the game is appropriate to use as media in chemistry learning. there are 12 criteria of the validity such as correctness of learning materials, objectives, natural sciences characteristic, rules, guidance, standard of completeness, student’s involvement, feedback, decision-making, media display, software manipulation and audio visual communication. figure 2. result of validity of cihoe game from three validators. the first aspect is about the correctness of elemental chemistry material. the result of three validators are 87 %. it means that the materials inside the cihoe game are really valid. the material inside the game are consist of the ore, abundance, preparation process, physical properties, chemical properties and the advantages of main group elements. the second aspect is the objectives of the game. three validator give percentage 93 %. it means that the objectives inside the game are appropriate with the basic competency of the elemental chemistry material. the natural science characteristic aspect has percentage of 87 %. this characteristic can be seen when the student play the game, they have to classify the main group elements and its properties. the rules of the game has percentage of 100 %. each level of the game has its own rules. it makes the player easier to understand how to play the game in each level. besides the rules, the game has guidance in form of guidance book. there are two guidance books, for student and for the chemistry teacher. the validators give percentage 93 % for the guidance aspect. for the standard of completeness, the averages percentage from validators is 93 %. each level has standard completeness. for example, minimum score of level 1 is 70 to be appointed as complete and player can go to second level. 4.3 4.6 4.3 5 4.6 4.6 4.3 5 4.6 4.3 4.6 4.3 1 2 3 4 5 material correctness nat ural science character guidance student's involvement decision-making sofware manipulation nuril fatimah & rusly hidayah / international journal of active learning 6 (2) (2021) 53 in the cihoe game, students have to answer several questions in the each level. this is because researcher wants to maximize the student’s involvement in elemental chemistry learning. if student fail to choose the correct answer, the explanation will not appear so that they have to try again to know the correct answer. validators gives percentage score of 87 % for the student’s involvement aspect. if the student choose the right answer, there will be feedback in form of point to increase their score. furthermore, there are several multiple choice in the game, so students have to make decisions about their answer. validators give percentage of 100 % for feedback and 93 % for the decision-making aspect. game as a media for student, it must be easy to operate. there is a guidance book that can help student install the application on their computer or laptop. files of the game are easy to send by online or offline procedure. after downloaded, game files can be installed directly and ready to use. the audio visual of the game are appropriate as a chemistry learning media. the background, font and the sound effect are appropriate with the materials. validators give percentage of 87 % for media display, 93 % for software manipulation and 87 % for audio visual communication aspect. the suggestion from the teacher is that it will be great if the game can be operated in android version, so students can play it on their phone. teacher also give suggestion about the second level of the game. teacher think that it will be so challenged if there is a time limit to play the element ball shooter in the level 2. based on the several explanations above, the averages validity of cihoe "chemistry island: heaven of elements" game is 91,25 %. this value indicate that this game is appropriate to use as media in elemental chemistry learning. practicality of cihoe game figure 3. result from student’s response questionnaire. practicality of the game can be analyzed through the observation and student’s response questionnaire. the response of students for the first statement, which is “cihoe game make me feel interested and motivated to learn elemental chemistry material”, is 100 % yes. this is because in their ages, students are enjoyed playing games. when the learning materials are presented in form of games, students will be interested and motivated. in addition, the minimum score as a requirement to pass the level make student feel more challenged. the average percentages of student’s response based on the questionnaire result is 92,6 %. the average percentages of student’s activity based on the observation result is 98,57 %. it means that by using this game as media in learning elemental chemistry materials, the learning activities of students are very effective. an active student involvement in learning activity can maximize the learning process. based on constructivism learning theory, student involvement can make it easier for students to construct their knowledge. knowledge is not a gift from the teacher, but the result of the construction process carried out by each individual (isti'adah, 2020). through this learning experience students will interpret and easily remember the learning material. learning chemistry by using game media such as cihoe can help students have a pleasant experience in learning so that it will be easy to remember the materials. the theory related to constructivism learning theory is piaget’s theory of cognitive development. piaget stated that cognitive structures are the result of a child’s development process. senior high school students have an age range of 15-18 years old, which according to piaget is the formal-operational period. development level of cognitive structures occurs maximally and adolescents can think logically and also use scientific reasoning (slavin, 2017). therefore, students have begun to be able to learn independently which can be maximized by the presence of learning media that can create a pleasant learning experience. the averages percentage of learning activity during the lesson based on the observation is 98,57 %, stated as very good. students seems interested and enjoyed the learning activity using cihoe game as a media. they can focus on playing at their own computer or laptop. when they got bad score in the game, they try again until they got appropriate score to continue the next level. they also communicate each other to discuss about the answer of the difficult question together. it can help them to be more understand about the materials. this is appropriate with the vygotsky theory about social constructivism learning theory. constructivism learning activity is based on learning that occurs through the active 94.6 90.6 80 85 90 95 100 enthusiasm easiness student's response to cihoe gam e nuril fatimah & rusly hidayah / international journal of active learning 6 (2) (2021) 54 involvement of students in the construction of meaning and knowledge (sugrah, 2019). the learning process become more active by the interaction among students in playing cihoe game. effectiveness of cihoe game effectiveness of the game can be analyzed through the score of test. based on the result of pretest and posttest, the classical completeness can be calculated. from the data result, there is one student can pass the minimal score of the test in the pretest. there are two statistics analysis that used to analyze the pretest and posttest result. first is kolmogorov-smirnov test to see the normal distribution of data. the second is left-sided one ttest to see the effectiveness of cihoe game as media in elementals chemistry learning. one-sample kolmogorov-smirnov test pretest posttest n 15 15 normal parametersa mean 38.0000 79.3333 std. deviation 15.67528 10.99784 most extreme differences absolute .162 .202 positive .162 .202 negative -.125 -.167 kolmogorov-smirnov z .627 .782 asymp. sig. (2-tailed) .827 .573 a. test distribution is normal. from the result above, the data of pretest and posttest are distributed normaly. we can see that the value of sig. kolmogorov-smirnov of pretest data is 0.827 while posttest data is 0.575. if the sig. kolmogorov-smirnov shows a value of more than 0.05, it means that the data distribution is normal (arifin, 2017). one-sample test test value = 70 t df sig. (2tailed) mean differen ce 95% confidence interval of the difference lower upper post test 3.287 14 .005 9.33333 3.2429 15.4237 from the results of the analysis through the t-test, the t-count value is 3.287 and the t-table value is 1.76. in the left-sided test, if the t-count value is greater than or equal to the t-table, then h0 is accepted (sudjana, 2005). the test result shows that the value of 3,287 is greater than 1.76, so h0 is accepted. this means that the average posttest score of students is more than 70. after the student treated with the cihoe game while studying elemental chemistry material, there are 14 student can pass the minimum score in the posttest. it means that classical completeness at the pretest is 13 %, while in the posttest reaches 93 %. this result indicates that after cihoe game used as a media in elemental chemistry learning, student become more understand about the materials. this finding goes along with the other research in educational field. the uses of game in learning chemistry can affect the completeness of student’s learning outcomes (hidayah, suprianto, & rahmawati, 2017). the score of students in pretest and posttest is increase after they learning periodical system of elements materials using gamebased learning media called “kimia kotak katik”. the effectiveness of the cihoe game "chemistry island: heaven of elements" can be explained using information processing theory. an important component in learning is the organization of the information learned, the previous knowledge that students have mastered, and there are processes that involve understanding, meaning, storing and retrieving information (hasanuddin, 2017). when the student play the cihoe "chemistry island: heaven of elements" game, there are processes that involves understanding, meaning, storing and retrieving information. therefore, it is easier for students to understand and remember about elemental chemistry material. cihoe "chemistry island: heaven of elements" game also take several example of elementals chemistry in daily life. it has purpose to associated the materials with the daily life aspect. one of the learning objectives in this game for elemental chemistry material is knowing the uses and benefits of the elements in level 1 and 3. students will choose the correct elements based on the characteristic and uses of the elements in daily life. game was proven effective in improving students’ creative thinking skills. the students acquired the skill through observation, active interaction with the characters, performing repetitious experiments and interpreting the main part of the games associated with environmental effect in real life (putra & iqbal, 2016). the second level in the cihoe game has main purpose to strengthen the student’s memory about main group elements and its group. student have to shoot the element ball based on their correct group to get scores. this step will help them to memorize the symbol of elements and its group. if the score is minus, they have to play again the elements ball shooter. this nuril fatimah & rusly hidayah / international journal of active learning 6 (2) (2021) 55 repetition is helpful for student to memorize the main group elements. they will not feel bored in learning elemental chemistry material. figure 4. elements ball shooter in level 2 of cihoe. it was generally agreed that a very important reason why game have a positive effect on learning is because games provide live experience of user involvement (cheng, chen, & chen, 2015). by playing cihoe game, students as the user are focus individually on their laptop or computer to complete the missions. this can make them experienced all the challenge and questions in each level. it can make positive effect to their learning process. based on the one of research in developing learning media, the use of chemmo configuration game in chemistry learning can improve learning outcomes and student motivation (lutfi, hidayah, & qona'atun muslela, 2019). after the student use the media, they felt more understand about configuration electrons. the classical completeness also increase from pretest to posttest. this is because the game also include several questions based on the learning objectives and basic competency that can help student to answer the test. students felt that it was easier to understand lesson because the lesson was delivered not only through text, but also picture, audio, video and animation. the game in interactive media make the student be entertained and active in learning process (saputri, rukayah, & indriayu, 2018). the findings support the results of research proving that the integration and implementation of computer games into the classroom can help students study more fun and effectively. the use of games in learning can make the student’s activity during the learning process is more active and also increase their knowledge compared to conventional classes (papadakis , trampas, barianos, kalogiannakis, & vidakis, 2020). the other benefit of game-based learning is the joyful situation while students learning. students thought the game based learning activities were more enjoyable and interesting (jin, tu, kim, heffron, & white, 2018). if the situation of learning activity is enjoyable, students will become motivated and want to learn more about the lesson. the high motivation of students in learning can maximize their learning outcomes. using game-based learning method can be great option for teacher to manage a lesson. the success or failure of a lesson depends on the management carried out by the teacher. if the teaching method is effective, the learning objectives of lesson will be reached easily. the conventional method that applied by chemistry teacher in reality is less effective and cannot reach the learning outcomes that expected based on basic competency. it is because conventional methods are monotonous and student less active during the lesson. based on “freedom of learning” issue in educational aspect, student can learn everywhere and every time despite of learning in the classroom. gamebased learning can be one of option to make student’s learning activity become optimum. they can learn elemental chemistry material independently in their home using cihoe game. cihoe game also has guidance book so that students can operate the game by their self. guidance book of cihoe can help them from the installing process of the game. cihoe game can help student to understand the elemental chemistry material, even though they learn independently. as a teacher, we must keep abreast of technological developments. the technological developments have advantages especially in the development of learning media. in the future threedimensional, interactive, multi-user, collaborative virtual environments (based on computer games technology) are going to be increasingly used to generate online educational experiences around the world (schofield, 2018). by using game as a learning media, the situation of chemistry lesson become more interesting and fun. students will feel motivated and not bored during the lesson. the use of game as a media in educational aspect have to be more implemented. conclusion from the result and the data analysis, cihoe game is appropriate to use as a learning media in elemental chemistry material. the averages validity value of cihoe "chemistry island: heaven of elements" game is 91,25 %. this value indicate that this game is proper to use as media in elemental chemistry learning. the practicality value of cihoe "chemistry island: nuril fatimah & rusly hidayah / international journal of active learning 6 (2) (2021) 56 heaven of elements" game is 92,6 %, which means very easy to operate and useful. the observation result of the student’s learning activity reaches 98,57 %. it means that by using this game as media in learning elemental chemistry materials, the learning activities of students are very active. the classical completeness at the pretest is 13 %, while in the posttest reaches 93 %. it means that cihoe game is very effective to be used as a learning media in elemental chemistry material. game have several good impact on learning process. it is necessary for teachers to know that they can use game as a learning media. the use of game as a media in educational aspect have to be more implemented. references arifin, j. 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(2017). kiat sukses meraih hibah penelitian pengembangan. yogyakarta: deepublish. 58 6 (2) (2021) international journal of active learning terakreditasi sinta 4 http://journal.unnes.ac.id/nju/index.php/ijal developing ardgotic game to improve logarithm learning outcomes rakeltamara y. prameshela1, wahyu h. kristiyanto2, 3, helti l. mampouw1, 3 1departemen of mathematics education fkip 2departemen of physics education fsm 3center research of science, technology, and mathematics (e-sistem) universitas kristen satya wacana, salatiga, indonesia info articles ____________________ history articles: submitted 30 april 2021 revised 11 may 2021 accepted 8 june 2021 ____________________ keywords: ardgotic, logarithm, learning media _________________________ abstract _________________________________________________________________ this research aims to produce ardgotic learning media that can improve student learning outcomes on logarithm. this research consists of 5 development steps, namely analysis, design, development, implementation and evaluation. ardgotic is a game developed from an othello type board game that requires players to win the games where logarithm is the topic. the results of this media validation reached 94.54%. trials on 32 students of class x smk showed a practically rate of 85.71%, both of which were in the very good category. the use of ardgotic media can improve learning outcomes logarithm by 0.697 or a moderate increase. students find the appearance of the media attractives and the media can motivate them to learn logarithms. these results indicate that ardgotic media can be used to learn mathematics in different ways.  address correspondence: p-issn 2528-505x email: helti.mampouw@uksw.edu e-issn 2615-6377 rakeltamara y. prameshela et al. / international journal of active learning 6 (2) (2021) 59 introduction logarithms are found in dalif life. sinaga et al (2017) writes the use of logarithms in the fields of electronics, telecommunications, and acoustics. logarithms are used in these fields as the human ear expresses sounds heard logarithmically. in astronomy, a logarithmic scale magnitude is used to measure the brightness of stars as the human eye expresses brightness logarithmically. the logarithm which is the inverse function to exponentiation has the characteristics derived from the properties of the exponent. the abstract nature of the logarithm learning materials reguires the student’s imagination and readiness of conceptual thinking in mathematics, the logarithm is introduced as the inversion to exponentiation. this suggests that the material is taught after the students have mastered the exponential functions, as stated in the math basic competency (permendikbud no.37 tahun 2018) related to exponentiation and logarithms. the competency states that students can select and apply the rules of exponentiation and logarithm according to the characteristics of the problems, verify the steps, present realworld problems using algebraic operations (i.e., exponential and logarithmic functions) and solve the problems using the verified properties and rules. by solving logarithmic problems, students learn to select and apply the correct logarithmic functions. however, some students are unable to use logarithm rules according the problems given. hananta (2019) found that students made errors in using logarithm rules or properties. yasin (2017) found that students never rechecked logarithm rules or properties they used in solving logarithm problems. all of these cause the students’ low achievement of logarithm. this low achievement was also evident in the result of the high school national exam, including that by the vocational students of akutansi dan penjualan (akp) [accounting and marketing] major in 2018/2019. tabel 1 below presents the percentage of the students’ mastery of logarithm. table 1 suggests that in the national context, the students’ mastery of logarithm is low. the mastery of the students in central java is better than that of the national context. the mastery of the students in salatiga, salatiga, boyolali dan magelang (regency) obtains 60 while that in klaten, kab. semarang dan surakarta does not yet achieve 60. this result indicates that the accounting and marketing major students’ mastery on logarithm is below expectation. therefore, there is a need to find a way to improve the learning of logarithm in the level of vocational schools. table 1. the mastery of logarithm based on the national exam result of the vocational students of akutansi dan penjualan (akp) [accounting and marketing] major in 2018/2019 city/regency mastery (%) klaten 55,17 kabupaten semarang 54,13 surakarta 54,68 salatiga 62,44 boyolali 60,75 kabuten magelang 70,11 jawa tengah (central java) 57,39 nasional (national) 49,88 one way to improve the students’ learning of logarithm is by designing learning media which suit the students’ characteristics. learning media is used to encourage and motivate students in learning. latuheru (1998) stated that learning media were tools which had ways to deliver messages in a learning teaching activity. the use of media can increase the students’ motivation to learn (hamalik, 1986). learning media can help explain the learning units clearly, which helps achieve the learning objectives. in addition, using learning media in class, learning methods become varied, which makes students interested in the teaching learning activity (sudjana, 2002). one of the learning media going to be designed can take the form of a board game or a physical learning medium. board games can help students and teachers in teaching learning activities. some studies suggest that board games are efficient in terms of their learning usage. romanica (2018) developed board games themed pasar tradisional [traditional markets] to introduce the art of bargaining in the traditional market context. yunita and wirawan (2017) used board games to enhance the interest of the social studies major high school students in the basics of accounting. the results showed that board games could be developed so as to enhance the students’ learning achievement in an interactive wat. one board game which can be used for a learning medium is othello. othello is a famous japanese board game. othello, which is also called “reversi”, begins with placing a pair of white discs and a pair of black ones at the center of the board. this two-player game requires a great strategy. thus, students are demanded to develop a great strategy to win the game. in addition, playing this game fosters a sense of competition in students. othello is the ingredient of logarithm leaning media. the learning media developed from othello is named ardgotic. ardgotic is expected to be rakeltamara y. prameshela et al. / international journal of active learning 6 (2) (2021) 60 able to enhance the students’ interest and achievement of logarithms. the research objective is to produce a valid, practical and effective ardgotic as a learning medium for improving the achievement of logarithms. method this research employed analysis, design, development, implementation, evaluation (addie) model. according to dick and carey (1996), addie model could be designed for in class learning system. addie consists of the analysis stage which analyzes the learning problems and the students’ needs, the design stage which designs the learning media based on the analysis of the learning problems and the students’ needs identified in the previous stage, the development stage which develops the design to attract the students’ interest and improve their achievement of logarithm, the implementation which share the media with the students, and, finally, the evaluation stage whih reviews and follows up the analysis of the media’s benefits and drawbacks. after having gone through the five stages, we produced a valid, practical, and effective learning medium to use in the learning. the development of ardgotic requires a valid, practical, and effective measurement. therefore, an instrument of data collection was designed. this instrument consists of a validation sheet, pre-test, post-test, and learners’ evaluation sheet. the validation of ardgotic was conducted by an expert in math education and learning media. the medium’s practicality and the students’ interest in ardgotic were based on the teachers’ and students’ assessment. the effectiveness of the medium was based on the results of pre-test and posttest, which was calculated using the following formula: 𝑁 − 𝐺𝑎𝑖𝑛 = 𝑝𝑜𝑠𝑡𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 – 𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑥𝑖𝑚𝑢𝑚 𝑠𝑐𝑜𝑟𝑒 – 𝑝𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 the calculation result was then verified against the assessment category displayed in table 2. table 2. classification of n-gain category n-gain score category 𝐺 ≥ 0,70 high increase 0,30 ≤ 𝐺 < 0,70 medium increase 𝐺 < 0,30 low increase source: winarto, 2018 the class and practicality indexes were calculated by using the following formula: 𝑃(𝑠) = 𝑆 𝑁 × 100% where 𝑃(𝑠) is the sub variable percentage, 𝑆 is the total score of each sub variable, and 𝑁 is the maximum score. the result was then classified based on table 3. quantitative score range (x) qualitative category (x) 81% ≤ 𝑠𝑘𝑜𝑟 ≤ 100% very good 61% ≤ 𝑠𝑘𝑜𝑟 < 81% good 41% ≤ 𝑠𝑘𝑜𝑟 < 61% fair 21% ≤ 𝑠𝑘𝑜𝑟 < 41% poor source: winarto, 2018 results and discussions ardgotic is an othello-based board game which was developed to help students achieve the expected competency in logarithms. the development lasted for seven months starting from june until december 2020, involving 32 students of akutansi dan penjualan (akp) [accounting and marketing] major of smk negeri 2 salatiga. although the research was conducted during the covid-19 pandemic, the research procedure obeyed the government health protocols. the development of ardgotic is explained as follows. analysis the initial stage of ardgotic development is to obtain information related to the nature of the learning materials, the characteristics of the students, and the condition of the learning. logarithms are compulsory materials in semester 1 of for tenth graders of vocational schools. the 2013 curriculum, 2017 revision and permendikbud no.37 tahun 2018, states that the basic competency in logarithms is the students’ ability to select and apply logarithm rules and solve real problems related to logarithms using the properties of logarithms. the vocational students’ characteristics were obtained through direct observations and interviews with the teachers and students. the information obtained suggests that vocational students are less interested in maths. mathematics is considered difficult, rigid, and abstract. logarithms are considered not directly connected to the world of work. vocational students tend to emphasize practical things. the learning medium developed must be able to draw the students’ interest, improve the students’ learning interaction, make enjoyable rakeltamara y. prameshela et al. / international journal of active learning 6 (2) (2021) 61 learning atmosphere, challenge the students to learn more, as well as motivate them to make a good practical strategy to solve problems. design an othello-like board game was selected based on the result of the analysis stage. this type of game was selected as it foster students’ interaction through the game. the procedure of logarithm learning and the selection of software to design the images, characters, and fonts were then completed. ardgotic is a board game consisting a board, discs, question cards, and the game guidebook which also serves as the answer key or solution manual. the graphic design software used was coreldraw 2019. this software works with windows xp, windows 7, and windows 8. figure 1 shows the ardgotic logarithm. figure 1. steps in ardgotic the basic board design is green and white. the board is equipped with a score box. the question cards are in orange. the logo and one question and its answer or solution is printed on each card. the guidebook and answer key are in green. the color selection was based on the eye health and aesthetic aspect. development a detailed design process was conducted by using coreldraw 2019. the design paid attention to the aesthetic aspect as well as showed friendliness. the games rules were developed as to be played easily, to highlight interactions, and to help students master logarithms. coreldraw 2019 was used to deign the board, discs, and quetions cards. the game rules were designed by using microsoft word from microsoft office for windows. ardgotic requires player teams to obtain the highest score by answering questions printed on the question cards, related to the logarithm properties. figure 2 displays the board. the score boxes are placed on the upper part of the board to ease the competing teams to see their scores. the questions cards are cards containing questions on the logarithm properties. each card is made of a 10x15 cm paper. figure 3 displays a sample of a card design. this game comes with a guidebook for teachers to teach their students how to play ardgotic. figure 4 diplays the front page of the guidebook. (a) (b) figure 2. the board and the variation of the discs’ position: (a) scattered, (b) centered (a) (b) figure 3. question card: (a) front, (b) back rakeltamara y. prameshela et al. / international journal of active learning 6 (2) (2021) 62 figure 4. the front page of ardgotic guidebook learning logarithms begins with forming two competing teams of players. at first step, the teacher places two pairs of discs in the middle of the game; one pair of black discs and one pair of white discs. the discs care diagonally placed are shown by figure 1.(b). next, the players decide who play first. the job of the players is to surround opponents’ discs. for example, the white discs must surround black discs as shown by figure 5.(a). the surrounded or outflanked discs are then flipped over to the opposite color. for example, the surrounded black discs as show in figure 5(a) are flipped to white as shown by figure 5.(b). if a player can surround at least three opponent’s discs, he or she gets a question card. if the player can correctly answer the question, he or she gets points as many discs as he or she flanks or frames. however, if the player is unable to answer the question, the points are rewarded to the opponent. the game is over when the board is full of discs or the players can no longer surround their opponents’ discs. the players with the highest points win the game. (a) (b) figure 5. discs’ position on the board: (a) white discs surround or outflank black discs and (b) the surrounded black discs turn to white implementation a validated “ardgotic” game was played by teams of 32 students of smk negeri 2 salatiga. before the game began, all students were expected to recall logarithm requirements in order to know how to learn through ardgotic. before the teams were complete, the teacher simulated the game to emphasize the rules of the game. then, the students learned logarithms through the ardgotic team competition. while the students were playing, the teacher was observing, explaining logarithms, and collecting data. at the end of the impementation stage, the teacher had already acquired the data on the pre-test, post-test, and students’ evaluation on ardgotic and the overall learning. the data were then analyzed. evaluation the evaluation was conducted to find the contribution of to the students’ logarithm mastery. the scores of the students’ pre-test and post test as well as the students’ evaluation on the medium were used to find out if the learning medium was effective in improving the students’ learning achivement. table 4 shows the recapitulation of the pre-test and post-test of 32 vocational students in salatiga table 4. description of students’ pre-test dan posttes scores description pre-test post-test numbers of subjects 32 average 4,3 7,8 standard deviation 2.53 1.00 total score 136 250,5 minimum score 0 6 maximum score 10 10 the result of the effectiveness testing was taken from the result of pre-test and post-test. n-gain formula was employed to measure the increase. the rakeltamara y. prameshela et al. / international journal of active learning 6 (2) (2021) 63 n-gain calculation suggests that the students’ learning achievement has an increase of 0,697, which is classified as a medium increase. therefore, ardgotic is said to be an effective learning medium. the analysis of the students’ opinion also shows that ardgotic is interesting and that it makes the students interested in learning logarithms. overall comments show a positive response for ardgotic. one student’s response states that ardgotic is fun as it makes students learn through the game questions. the validation result of the pre-test and posttest instruments shows that: (1) the questions are in line with the research objective, (2) the test directions are clear, (3) the question objectives are clear, (4) the questions are likely to be answered by the students, (5) the language uses the correct and appropriate indonesian language, dan (6) the questions use simple words and sentence structures which are easy to understand. the validity testing result of the pre-test and post-test obtains an index of 93.3%, which means very good. the validity index of ardgotic is 94.54%, which means very good. this is because ardgotic has some benefits, one of which is its interesting design addition, this game requires students to develop a good strategy and learn. ardgotic receives a percentage of 85.71% in terms of practicality, which is classified as very good. this is due to the fact that the board is not too big to carry anywhere. the analysis result of the students’ opinion suggests that: (1) ardgotic has an interesting display, (2) ardgotic can motivate students to learn mathematics, (3) ardgotic can serve as an alternative to learning mathematics. most students agreed if ardgotic was used in the learning and if it was also designed for learning other topics. ardgotic can ease the students’ learning as they learn logarithms through playing. the analysis result of the students’ opinion shows that the students gave a positive response to the use of ardgotic. the result of the observation shows that the students were quite enthusiastic about learning media which let students play and about board games which fostered a sense of competition in them. the teachers also stated that this type of media could be used as they helped students learn while playing. conclusion the research findings conclude that ardgotic is a valid, effective, and practical learning medium which can used to improve the students’ learning achievement of logarithms. the validity testing result of ardgotic yields a validity index of 94.54%, which means very good. the result of ardgotic practicality testing shows a percentage of 85.71%, which means very good. the n gain score of the vocational students in salatiga shows an increase of 0.697. therefore, ardgotic is concluded to be an appropriate learning medium. ardgotic can be further developed to teach different learning materials. the use of learning media is not only for learning the materials but also for fostering a sense of competition in students. references adams, e. 2014. fudamentals of game design. united states of america: new riders bell, r.c. 2008. discovering old board game. uk: shire publication. diah, maria fransiska dkk. 2013. studi deskriptif tentang media 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yunita, ismi a. & adhicipta r. wirawan. 2017. perancangan media board game menggunakan pendekatan edutainment untuk meningkatkan minat belajar dasar akuntansi pada sekolah menengah atas jurusan sosial. studi kasus: kelas xi sosial sma galaxy semester gasal tahun ajaran 2016-2017. jurnal akuntansi dan teknologi informasi (jati) vol. 11 tahun 2017. https://hasilun.puspendik.kemdikbud.go.id/#2019!smk!daya_serap!99&99&999!t&03&t&t&3&!1!& https://hasilun.puspendik.kemdikbud.go.id/#2019!smk!daya_serap!99&99&999!t&03&t&t&3&!1!& 77 7 (1) (2022) 77-85 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal analysis of students' critical and creative thinking skills on the application of a problem-based learning model contained with etnoscience (etno-pbl) novita patricia, woro sumarni, sri mursiti universitas negeri semarang, indonesia article info ____________________ keywords: critical thinking, creative thinking, pbl, ethnoscience _________________________ abstract ___________________________________________________________________ the learning process in schools is considered not to focus on real-life problems that require critical and creative thinking skills from students. in addition, the learning carried out did not pay attention to the local culture that developed in the area. therefore, this study aims to analyze students' critical and creative thinking skills after applying a problem-based learning model that contains ethnoscience. this study uses a mixed method with a sequential explanatory strategy. this research was conducted on students of class x mipa smak santo thomas aquinas bengkayang, west kalimantan, for the academic year 2021/2022. test the validity of quantitative data and qualitative data using a concurrent triangulation strategy which was carried out at the same time. the results showed that the average score of critical and creative thinking skills was 77.7 and 75.9, respectively, with high levels, while the n-gain values were 0.57 (medium) and 0.72 (high). the conclusion is that ethnoscience-based problembased chemistry learning in this study is effective in developing students' critical thinking and creative thinking skills. p-issn 2528-505x e-issn 2615-6377 78 introduction indonesia is a country whose people have a lot of cultural diversity, local technology, and noble values that need to be instilled and socialized to students through the learning process (khoiriyah & husamah, 2018). the learning process in schools is considered not to focus on real-life problems that require critical and creative thinking skills from students. in addition, the learning carried out did not focus on the problems of local culture that developed in the area. therefore, this study aims to analyze students' critical and creative thinking skills after applying a problem-based learning model that contains ethnoscience (ulger, 2018); (thomas, 2009); (purba et al., 2017). meaningful learning is obtained by students naturally through their own experiences. education in schools should create a more meaningful learning atmosphere, not only theoretical / rote learning, but how to make students create their own learning experiences. education in schools is more about the development of science and technology, not about education oriented towards nature and the environment. this is in accordance with the results of interviews and observations conducted at smak santo thomas aquinas bengkayang in west kalimantan. the results of preliminary observations at smak santo thomas aquinas bengkayang, west kalimantan, showed that chemistry learning in general was still teacher-centered. students tend to accept the teacher's explanation without knowing the meaning of the lesson. for example, in learning, chemistry is studied as a product and tends to memorize concepts, theories, and laws. students do not practice higher-order thinking such as critical and creative thinking. finally, students have difficulty answering questions about social problems. it is difficult to apply these concepts in everyday life to solve various problems that arise. given the importance of critical and creative thinking skills for everyone, it is very important to develop learning programs that can improve students' critical and creative thinking skills. problembased learning is one of the learning programs that are considered effective in improving critical thinking and creative thinking skills (temuningsih et al., 2017); (thomas, 2009); (sudarmin, zahro, et al., 2019); (ariyatun &octavianelis, 2020). problem-based learning as one of the alternative learning that is student-centered has been developed recently. (orozco & yangco, 2016) stated that problem-based learning provides an alternative for education so that students' critical thinking skills can develop. through this description, the success of the learning process in schools is strongly influenced by the cultural background of the students or the community where the school is located (ramadanti & supardi, 2020); (savery, 2006). therefore, an educational breakthrough is needed that combines culture with science or commonly called ethnoscience (savitri & sudarmin, 2016; sumarni et al., 2022). ethnoscience encourages teachers and educators to teach science based on culture, community wisdom, and social problems. the form of ethnography makes it easy to recognize processes, methods, methods and content through educational processes that are culturally developed in everyday life (sudarmin et al., 2018). cultural knowledge such as fairy tales, songs, games, traditional houses, traditional rituals, local production, natural use is one form of the ethnoscience education system (wati, 2021); (sudarmin et al., 2019). in the learning process with an ethnographic approach, students no longer see cross-cultural knowledge that needs to be studied, but cultural and regional wisdom that already exists and is recognized in everyday life (parmin, 2015; ramadanti & supardi, 2020). the ethnoscience approach can be integrated into various learning models, one of which is problem based learning (pbl). this learning model is a learner-centered, collaborative, and emphasizes application of scientific knowledge, creativity, and problem solving based on unique knowledge. the original knowledge that will be integrated can be in the form of language, customs, culture, morals, and techniques created by certain people or people who have scientific knowledge (rudibyani, 2019; savery, 2006); (sumarni et al., 2022). (thaniah & diliarosta, 2020); (khoiri et al., 2018); (sudarmin et al., 2020); (ariyatun et al., 2020). therefore, in this study, critical and creative 79 thinking skills were analyzed after the application of the pbl model with ethnoscience on redox material. the results of the study are expected to provide information about the profile of critical and creative future students. metodology this study uses a mixed method with a sequential explanatory strategy, where the qualitative and quantitative data obtained are analyzed separately, then combined to obtain conclusions. quantitative data in the form of tests of critical and creative thinking skills. qualitative data in the form of interviews, observations and implementation of problem-based chemistry learning with ethnoscience content. as research subjects, 102 students were selected based on the purposive sampling technique, namely the determination of the sample with certain considerations. the data analysis technique used concurrent triangulation strategy to test the validity of quantitative and qualitative data. then compare the two data to see if there is any convergence, difference, or combination. this strategy mixes data when the survey reaches the interpretation and discussion stages. mixing is done by combining two survey datasets into one, or by combining or comparing the results of two datasets side by side in a discussion. result and discussion the purpose of this study was to descriptively analyze students' critical and creative thinking skills after the application of the problem-based learning model containing ethnoscience. the research data was obtained from the results of critical and creative thinking skills tests in the form of description questions. after the test results are obtained then analyzed and categorized based on the criteria. 3.1 critical thinking skills the students' critical thinking skills in this study were measured using a critical thinking test of redox reaction material which was tested by peer-verified and tested for validity and reliability. critical thinking skills measured in this study include asking basic questions and solving and organizing strategies and tactics. obtaining critical thinking ability research data on every aspect of critical thinking ability calculates the level of achievement of test results for each indicator and compares the scores obtained by each student with the maximum and average critical thinking skills obtained by doing. the performance of each indicator is determined. next, we analyzed the results of the critical thinking test for each aspect of critical thinking skills. the results of the analysis of the average critical thinking skills of students in each aspect are summarized briefly in figure 1. figure 1. average score of critical thinking skills the highest average score of the students' critical thinking skills test is shown in figure 1. proving that aspects of managing strategies and tactics obtained the highest average score at the time of the posttest. and the lowest score on the concluded aspect. meanwhile, the distribution of critical 0 50 100 asking basic questions conclude set strategy and tactics total score pretest posttest 80 thinking ability levels in brief, the distribution of the criteria for critical thinking skills is presented in table 1. table 1. criteria for critical thinking skills competency level interval number of students height 66,6 < p ≤ 100 28 moderate 33,3 < p ≤ 66,6 62 low 0 < p ≤ 33,3 12 this research is related to the level of cognition that can be achieved by students. the evaluation description is as follows: 1) low level. if the student can only solve the problem by performing a onestep procedure; remember facts, important terms, or concepts to identify points of information from graphs or tables. 2) medium level, if students can only solve problems related to the use and application of conceptual knowledge to explain or explain phenomena, solve problems, organize data, interpret or use data choose an appropriate procedure that includes two or more steps to do it. 3) high level, if students ask questions in a series of steps to analyze complex information and data, synthesize or assess evidence, justify reasons from various sources, make plans, or solve problems. problem-based chemistry learning with an ethnoscience approach is said to be successful if it meets the requirements for success in the completeness of critical thinking skills test results, namely if there is a difference in the average score of students' critical thinking skills before and after the application of learning. hypothesis testing using a one sample t-test with the help of the spss program with the results of the t test output obtained a sig value has a value of -19,680 < -1,98326 so that ho is rejected and ha is accepted, then there are differences in the results of the critical thinking skills test between before and after the application of learning problem-based chemistry with an ethnoscience approach. meanwhile, the magnitude of the increase in students' critical thinking skills is obtained from the calculation of the n-gain formula (g) by comparing the pretest and posttest scores. from the calculation results obtained the average value of the pretest results of 47.76 and the average posttest results of 77.6 so that it has a value of g = 0.57 in the medium category. while the acquisition of the n-gain category for each individual is summarized in figure 2. figure 2. n-gain per individual critical thinking skills figure 2. shows that there are 4 students who experience an increase in critical thinking skills in the high category. while in the medium category there were 82 students and in the low category there were 16 students who experienced an increase in critical thinking skills in redox reaction material. this result is also in accordance with the results of critical thinking observations made by observers during the learning process. the ability of a critical thinker can be measured by several visible features. indicators of critical thinking skills in this study include students' ability to give brief explanations, set strategies and tactics, and draw conclusions. evaluation of students' critical thinking skills is used to improve the learning process. one of them is the use of free-form question tests and student response-based assessments. testing critical thinking skills includes questioning skills, causality of events, and results-enhancing skills. the students' critical thinking skills in this study were developed through activities designed to build their own knowledge, learned from learning activities such as discussions and problem solving exercises. in the experimental class, the formation of an experimental class helps students solve problems in understanding the material. students are given the 0 100 4 82 16 low medium high 81 opportunity to discuss while solving learning problems. enables students to easily develop and practice communication skills and learn to organize problem-solving tasks in life contexts. these results are similar to research (izzah et al., 2020; orozco & yangco, 2016; yusuf et al., 2020) that problem based learning can improve students' conceptual understanding and develop critical thinking skills. 3.2 creative thinking skills the indicators of students' creative thinking skills measured in this study include: fluency (think fluently), flexibility (think flexible), elaboration (think in detail), and originality (think original). the results of the analysis of the average creative thinking skills of students in each aspect are briefly summarized and presented in figure 3. figure 3. average score of creative thinking skills the indicators of students' creative thinking skills measured in this study include: fluency (think fluently), flexibility (think flexible), elaboration (think in detail), and originality (think original). the results of the analysis of the average creative thinking skills of students in each aspect are briefly summarized and presented in figure 3. table 2. criteria for creative thinking skills no competency level interval number of students 1 hight 66,6 < p ≤ 100 29 2 moderate 33,3 < p ≤ 66,6 63 3 low 0 < p ≤ 33,3 10 overall, the average score of creative thinking skills of students in class xi smak santo thomas aquinas bengkayang west kalimantan got 75.92 in the high category. while the magnitude of the increase in students' creative thinking skills is obtained from the calculation of the n-gain (g) formula, namely by comparing the pretest and posttest scores. from the calculation results, the average value of the pretest results is 39.8 and the average posttest results is 75.07 so that it has a g value of 0.72 in the high category. while the acquisition of the n-gain category for each individual is summarized in figure 4. 0 50 100 flexibility originality total score posttest pretest international journal of active learning 7 (1) (2022) 82 figure 4. n-gain per individual creative thinking skills problem-based chemistry learning with an ethnoscience approach is said to be successful in improving creative thinking skills, namely if there is a difference in the average score of students' creative thinking skills before and after the application of problem-based learning with an ethnoscience approach. hypothesis testing using a one sample t-test with the help of the spss program with the results of the t test output obtained a sig value has a value of -19,680 < -1,98326 so that ho is rejected and ha is accepted, then there are differences in the results of the creative thinking skills test between before and after the application of learning problem-based chemistry with an ethnoscience approach. while the comparison of the increase in students' critical and creative thinking skills after problem-based learning with an ethnoscience approach is described in figure 5. figure 5. comparison of the increase in n-gain this gain is due to the fact that during learning students are given the opportunity to express their opinion on a problem (ulger, 2018). the problems given also facilitate students to be actively involved in providing explanations for solving problems they are doing. the active involvement of students is in line with the results of research (rudibyani, 2019) which argues that critical thinking skills can be developed through learning with active student involvement. students can also draw conclusions and present them well. (malau et al., 2021) revealed that with active learning, students will take the initiative to solve problems and be responsible for learning so that they can conclude results that are in accordance with the concept. problem-based learning with an ethnoscience approach takes place in five stages. the first step in problem-based learning with an ethnoscience approach is the problem-oriented phase. train children's thinking skills and interests in following the learning process. after students direct the problem, the next student organizes the problem. in the first process, students develop their literacy skills at the functional stage. the third stage of this learning is inquiry, where the teacher asks students to collect relevant information and conduct experiments to obtain and solve problems. this process is modeled after the question and answer process among group members during the experiment and planning, designing, and conducting surveys. through this process, strategies and techniques are set in the stage of understanding the material. in the fourth stage, students develop and present student work in the form of activity reports. the design process involves the analysis and interpretation of data. the process of creating a description and the process of designing a solution are described 0 50 100 5 91 6t o ta l low medium high 44% 56% critical thinking creative thinking international journal of active learning 7 (1) (2022) 83 below. this requires the ability to interpret data and information. this description of student work takes into account the increase in students' literacy skills at the conceptual level. the final step in this study is to analyze and evaluate the problem solving process. students reflect and draw conclusions through a process of discussion between friends. this phase focuses on evidence-based discussion and communication of information to draw conclusions and assess deficiencies during ongoing research. conclusion problem-based chemistry learning with an ethnoscience approach in this study went well so that it was able to develop students' critical thinking and creative thinking skills. the ethnoscience approach in problem-based learning emphasizes that students must be active in learning activities by integrating the cultural context or local wisdom. this is able to encourage students to learn more actively and more meaningfully so that students' critical and creative thinking skills are high because students understand the concept as a whole and maximally. reffrence ariyatun, a, & octavianelis, d. f. 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(2020). critical thinking and learning outcomes through problem based learning model based on lbk application. international journal of innovation, creativity and change, 12(12), 907–918. 14 7 (1) (2022) 14-23 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal the effectiveness of physics learning with blended learning models using the edmodo application to improve students' critical thinking skills nasa najib*, budi jatmiko universitas negeri surabaya, indonesia article info ____________________ keywords: effectiveness, critical thinking skills, blended learning _________________________ abstract ___________________________________________________________________ this study aims to describe the effectiveness of learning physics with a blended learning model using the edmodo application to improve the critical thinking skills of high school students. the sample of this study were students of sma negeri 1 ngronggot which consisted of two classes, namely x mipa 1 and x mipa 2, each class totaling 30 students. this research is pre-experimental research with one group pretest-posttest design. before learning is done, students are given an initial test (pre-test) and after learning, students are given a final test (post-test) with the same material. the collected data was then analyzed using paired t-test, n-gain calculation, and independent t-test. which were analyzed quantitatively. the results showed that there was an increase in students' critical thinking skills scores with an average value of n-gain on the high criteria in each experimental class and there was no difference in the average value of n-gain between the two experimental classes. it can be concluded that learning physics with a blended learning model using the edmodo application can effectively improve students' critical thinking skills. this research implies that learning physics with a blended learning model using the edmodo application can be used as an alternative learning model that can be used to improve students' critical thinking skills. *correspondence address: e-mail: nasa.18064@mhs.unesa.ac.id p-issn 2528-505x e-issn 2615-6377 international journal of active learning 7 (1) (2022) 15 introduction education is the right of every citizen that must be implemented by the government under any conditions. education today must be organized by providing appropriate needs in the face of competition in the 21st century both locally and globally. the strategy that can be used is the formulation of an educational paradigm by the national professional certification agency (bnsp), such paradigms include changing the learning process from teacher center to student center, from passive to active in class, and from individual to group (anggraini et al., 2020). 21st-century learning is designed by emphasizing 4c-based competencies, namely: critical thinking, collaboration, creativity, and communication (zubaidah, 2018). according to research (mitra & purnawarman, 2019), three implementations must be considered in the 21st century, namely core competencies, teaching and learning processes, and learning outcomes assessment processes. this is supported by research (wijaya et al., 2016) which shows that "the value of critical thinking competence and problem-solving is 96.21%, so critical thinking competence is needed for 21st-century learning skills. currently, the development of technology is growing rapidly, especially in the field of education. technology and information play an important role in learning today, apart from the covid-19 pandemic which began to spread to indonesia in march 2020 (natalia, 2020). students are still required to have critical thinking skills even though learning takes place online. according to (budiarti et al., 2017) each student has different skills in receiving material because these skills are determined from the thinking skills of each student. in the learning process, critical thinking is one of the skills that is considered important (huber & kuncel, 2016). based on the results of interviews at sma negeri 1 ngronggot, it was found that learning during the covid19 pandemic is recommended to apply distance learning by using the internet as the main medium of learning. according to teachers at sma negeri 1 ngronggot, they find it difficult to interact and have limited internet access. the teacher-centered learning process and the lack of interaction between teachers and students are some of the fundamental factors for this condition, especially in physics subjects. learning carried out by teachers using lecture or conventional methods, causes students to find it difficult to develop critical thinking skills (fatmawati et al., 2014). according to (ahmad susanto, 2016) critical thinking is the potential that exists in humans that must be developed to get optimal abilities. critical thinking skills are very important to be able to compete in the current era of globalization. because someone who can think critically will not quickly believe the facts around him without doing real proof so that the facts become valid and reliable. in fact, in physics lessons, learning is still emphasized on students as reading material and formulas that must be memorized (hong et al., 2012). in the learning process, the teacher can determine the appropriate strategy so that learning can run optimally and by the learning objectives (dwi et al., 2013). a suitable solution is to combine face-to-face learning strategies in class with elearning-based learning strategies, namely learning with the blended learning model (sukawijaya & sudiarta, 2018). blended learning is an alternative learning strategy that can be done anytime and anywhere by the teacher so that it can increase students' knowledge (chew & wee, 2015). according to (ardianti et al., 2019; zarei & abdi, 2016) the blended learning model can significantly improve students' critical thinking skills. in meeting student learning needs, appropriate and appropriate arrangements and blending of varied learning are needed (smaldino & mcelreath, 2016). according to (ateş çobanoğlu, 2018) students feel happier and more interested in using blended learning compared to conventional learning. the advantages of blended learning according to (gyamfi & gyaase, 2015; prayitno, 2015) namely learning that is carried out independently and conventionally can complement the advantages of both, students can learn easily in accessing the material being taught. although students and teachers do not carry out direct learning, learning can still be carried out. international journal of active learning 7 (1) (2022) 16 this is by the opinion (bryan & volchenkova, 2016) the purpose of direct learning (face to face) can make students have an interactive experience. and when distance learning can make students access the material at any time, anywhere as long as they have internet access. blended learning can be designed in such a way as to make it easier for students to understand it. so far, the use of printed teaching materials has helped students understand the concept of learning, however, printed teaching materials are sometimes left behind or lost and are not interactive. therefore, other teaching materials are needed, such as the edmodo application (wahyuni et al., 2020). this edmodo application is in the form of learning management software or commonly known as the learning management system (lms). lms is software that can assist educators in creating virtual classes so that they can access subject matter and interact at any time as long as they have an internet network (rosy, 2018). the edmodo application is a learning tool that uses the internet that aims to collaborate between teachers and students in managing assignments or projects, sharing educational content, and knowing notifications of every activity (putranti, 2016). edmodobased learning can be a breakthrough for schools that rarely use online learning. based on the explanation above, to be able to optimize learning during this pandemic by improving students' critical thinking skills, it can be integrated into learning tools using the edmodo application. with this, learning tools using the edmodo application are expected to help students find a concept related to the material presented and learning indicators can be achieved well without misconceptions. so with this, the researcher designed and conducted research entitled "the effectiveness of physics learning with blended learning model using edmodo application to improve students' critical thinking skills". the purpose of this study was to analyze the effectiveness of learning physics with the blended learning model using the edmodo application to improve students' critical thinking skills. method the method used in this research is pre-experimental research using one group pretest – posttest design (indra et al., 2021). the design is described in table 1. table 1. experiment design one group pretest-posttest design class pretest treatment posttest x mipa 1 o1 x o2 x mipa 2 o1 x o2 information : o1 : pretest before treatment x : treatment of the application of the blended learning model using the edmodo application o2 : postest after treatment in class x mipa 1 and x mipa 2 were given a pre-test before learning was carried out. learning is done with the blended learning model using the edmodo application on the parabolic motion material. after being given treatment, at the end of the lesson all students were given a posttest to see the results. the results of the post-test are used to see the effect of using blended learning using the edmodo application on students' critical thinking skills. the sample in this study were students of classes x mipa 1 and x mipa 2, each class consisted of 30 students. learning is carried out with a limited face-to-face learning system, where face-to-face learning is divided into 2 sessions. the first session is the morning session for even absences, then the second session in the afternoon session for odd absences. face-to-face learning is carried out in 4 meetings with the time each meeting being 80 minutes, and online learning can be done at any time using the international journal of active learning 7 (1) (2022) 17 edmodo application which contains material and assignments that students must do. learning with the blended model using the edmodo application is said to be effective if: there is a statistically significant increase in the kbk score at 5% alpha, the average n-gain is at least in the moderate category, the mean n-gain is not different between the two classes, and student responses are in a good category. the data from this study are quantitative data from test scores used to measure students' kbk. instruments in the study were in the form of learning device validation sheets, student response questionnaires, and critical thinking skills tests consisting of 5 description questions using four critical thinking indicators, namely interpretation, analysis, inference, and evaluation. (jatmiko et al., 2018). student response questionnaires are given after the entire learning process is carried out, namely to see student responses to blended learning using the edmodo application. analysis of the level of improvement in students' critical thinking skills is calculated using the n-gain calculation with the equation : 𝑁 − 𝑔𝑎𝑖𝑛 (𝑔) = 𝑆𝑝𝑜𝑠𝑡 − 𝑆𝑝𝑟𝑒 𝑆𝑚𝑎𝑥 − 𝑆𝑝𝑟𝑒 information : g = n-gain spost = posttest score spre = pretest score smax = maximum score furthermore, the results of the n-gain are converted to low, medium, and high criteria according to table 2. table 2. category n-gain score category n-gain 0,7 < n-gain high 0,3 ≤ n-gain ≤ 0,7 medium n-gain < 0,3 low (hake, 1999) results and discussion before this research was conducted at sman 1 ngronggot, the learning tools used had been validated by a physics teacher at sman 1 ngronggot and two expert lecturers in the physics department at the state university of surabaya. the results of the validity of the physics learning device with the blended learning model using the edmodo application are shown in table 3. table 3. value of learning device validity research aspect average value criteria syllabus 3,6 very valid rpp 3,5 very valid handout 3,7 very valid lkpd 3,6 very valid test questions 3,4 valid based on table 3, it can be seen that the average value of the instrument validity includes the syllabus, rpp, handouts, lkpd, and critical thinking skills test questions which all have very valid criteria except for the critical thinking skills test (kbk) which has valid criteria. thus, physics international journal of active learning 7 (1) (2022) 18 learning tools with blended learning models are suitable for use in physics learning at sman 1 ngronggot. before the learning process is carried out, students are given pretest questions to determine the student's initial abilities. furthermore, the learning process is carried out with a blended learning model using the edmodo application. after the learning process, students are given post-test questions to determine their final ability of students. the pretest and post-test scores were used to measure the differences in students' critical thinking skills between before and after learning with the blended learning model using the edmodo application on the parabolic motion material. to find out the level of improvement in students' kbk scores, the n-gain calculation is carried out in that class. as shown in figure 1. figure 1. average result of the critical thinking skills test for class x mipa 1 and x mipa 2 based on figure 1, it was found that before learning physics using the blended learning model using the edmodo application, kbk students x mipa 1 and x mipa 2 got a low average score. after the blended learning model learning process was carried out using the edmodo application, the average value of students' critical thinking skills x mipa 1 and x mipa 2 increased. based on the 5 valid items, the analysis prerequisite test was conducted using the normality test to measure whether the data had a normal distribution or not. the normality test in this study used the kolmogorov-smirnov test with a value of ttable at the level of significance 𝛼 = 0,05 where the data is normally distributed if tcount < ttable. as shown in table 4. table 4. normality test results class ttable tcount distribution information pre-test post-test x mipa 1 0,24 0,14 0,14 normal x mipa 2 0,15 0,13 based on table 4 the results of the calculation of the normality test obtained the value of tcount smaller than ttable. it was concluded that the pre-test post-test data for both classes were normally distributed. furthermore, the data that are normally distributed are tested for homogeneity with a significance level of 𝛼 = 0,05 where if the value fcount < ftable then the data is homogeneous. as shown in table 5. table 5. homogeneity test results class ftable fcount variance information pre-test post-test x mipa 1 1,86 0,51 1,08 homogen x mipa 2 0.00 20.00 40.00 60.00 80.00 x mipa 1 x mipa 2 pre-test 13.90 12.97 post-test 70.97 69.07 h a si l t e s k e te ra m p il a n b e rp ik ir k ri ti s international journal of active learning 7 (1) (2022) 19 the results of the homogeneity test calculation in the table above, obtained a score of fcount = 0,51 and 1,08, while the level of significance α = 0,05 and get results ftable = 1,86. so fcount is less than ftable then the two data are said to be homogeneous. based on the results of the prerequisite test, the data analysis of the two classes has met the requirements of normality and homogeneity, so it can be continued with the t-test. the following are the results of an independent t-test using pre-test data to determine students' initial abilities. as shown in table 6. table 6. initial ability test (pretest) class tcount ttable conclusion x mipa 1 0,44 2,05 h0 accepted x mipa 2 based on table 6 the results of the calculation of the initial ability test of students in class x mipa 1 and x mipa 2, it can be seen that the value of tcount = 0,44 with significance level 𝛼 = 0,05, get ttable = 2,05. because tcount is less than ttable, means h0 accepted h1 rejected means that there is no difference in the results of the pretest between class x mipa 1 and x mipa 2. this shows that the condition of students before getting treatment for physics learning with the blended learning model using the edmodo application has the same ability. furthermore, to determine the improvement of students' critical thinking skills, a paired ttest was conducted using pretest and posttest data in class x mipa 1 and x mipa 2 at sman 1 ngronggot. the following are the results of the paired t-test. as shown in table 7. table 7. paired t-test result class tcount ttable conclusion x mipa 1 20,93 2,05 h0 rejected x mipa 2 23,46 based on table 7, it can be seen that the value of tcount > ttable for each class, means h0 rejected and h1 accepted. this means that the post-test value is significantly greater than the pre-test value calculated statistically for each class. so it can be concluded that after learning physics using the blended learning model, students' critical thinking skills have increased. then an independent t-test was conducted on the n-gain data to determine the differences in the improvement of students' critical thinking skills. presented in table 8. table 8. the result of the t-independent test on the n-gain data class tcount ttable conclusion x mipa 1 0,58 2,05 h0 accepted x mipa 2 based on table 8, it can be seen that the value of tcount < ttable , means h0 accepted and h1 rejected. this means that there is no difference in the improvement of students' critical thinking skills for each class. with such results, it can be said that there is a consistent increase in students' critical thinking skills. furthermore, to determine the criteria for improving students' critical thinking skills using n-gain analysis of the pretest and posttest scores. the following table shows the results of the n-gain analysis: table 9. result of n-gain analysis international journal of active learning 7 (1) (2022) 20 class <g> criteria x mipa 1 0,74 high x mipa 2 0,72 high based on table 9, it can be seen that the value of the results of the n-gain analysis of the two classes is high, thus it can be said that the blended learning model learning process using the edmodo application is effective in improving students' critical thinking skills. from the results of the data obtained, in figure 1 there is an increase in the average pretest and posttest scores. the average pretest score before being given physics learning using the blended learning model using the edmodo application is lower than the average posttest score after being given physics learning using the blended learning model using the edmodo application. learning management system (lms) in the form of edmodo which is used as part of physics learning with the blended learning model. blended learning is a learning process that combines offline learning in the classroom with online learning outside the classroom. offline learning is carried out through discussion and question and answer between students and teachers. before the learning process begins, the teacher checks student attendance provides learning motivation and apperception by the parabolic motion material. next, the teacher explains the material and invites students to conduct experiments through phet simulation about the parabolic motion to determine the effect of the angle of elevation on the distance traveled by objects. through experiments using phet simulation, students learn to find answers to problems so that they can improve students' critical thinking skills (adnyana, 2012). then the teacher invites students to discuss the material that has not been understood by students. before offline learning in the classroom is closed, the teacher gives homework to find out students' understanding of the concepts in the material that has been taught. this is by research (denoyelles et al., 2014) stated that the provision of continuous assignments, namely online discussions, can increase the level of student analysis involving critical thinking skills and their involvement with peers has a positive relationship. online learning outside the classroom using the edmodo application. in online learning, students are asked to enter their respective classes according to the code that has been given by the teacher. in the edmodo application, students are asked to read the material and observe the phenomenon of parabolic motion. furthermore, students note things that have not been understood about the material so that it can be discussed when offline learning in the classroom is carried out. through observing the phenomenon of parabolic motion and providing information related to the phenomenon, it can improve students' critical thinking skills (putra & sudarti, 2015). based on table 6, a pretest has been carried out which serves to determine the initial ability of students' critical thinking skills before being given the treatment of physics learning with a blended learning model using the edmodo application. the result of the calculation of the initial ability test on the pretest data is the value of tcount < ttable. this shows that students' critical thinking skills before being given physics learning with the blended learning model using the edmodo application are the same. this means that there is no difference in initial ability in the two experimental classes. furthermore, in table 7, a paired t-test is performed which serves to determine the improvement of critical thinking skills in each class. the result of the paired t-test is the value of tcount > ttable. this shows that the application of blended learning has a significant effect on students' critical thinking skills in each class. in the n-gain analysis, a value of 0.74 was obtained for class x mipa 1 with high criteria and 0.72 for class x mipa 2 with high criteria. this is by research (utomo & wihartanti, 2019) states that the application of blended learning is effective for improving students' critical thinking skills. international journal of active learning 7 (1) (2022) 21 in table 8, an independent t-test is carried out which serves to determine whether or not there is a difference between the two classes using n-gain data. from the calculation obtained a score tcount < ttable, which means that there is no difference in the increase in students' critical thinking skills scores between the two classes. so it can be said that the increase in the score of students' critical thinking skills in class x mipa 1 and x mipa 2 is the same. based on the results of the questionnaire given to students after learning the blended learning model using the edmodo application, that many students are interested in blended learning. the learning system is easy to follow to facilitate the learning process. the rest, students are motivated to learn because it can be done anywhere and anytime and is more aware of the use of technology that can be used in the learning process. this is following research (yulia, 2017) that student responses are very positive with the application of blended learning compared to learning that only focuses on class or conventional. based on the results of the analysis, it can be seen that the blended learning model using the edmodo application can improve students' critical thinking skills. the results of this study are supported by previous research that blended learning can improve students' critical thinking skills (anggraeni et al., 2019; ningsih et al., 2018; suana et al., 2019). this is supported by research (zainudin & pambudi, 2019) that students' critical thinking skills increased significantly by using the edmodo application and student responses to edmodo-based learning were flexible, easy to install, and practical. so it can be concluded that learning physics with the blended learning model using the edmodo application is effective in improving students' critical thinking skills. conclusion based on the results of the discussion on the research that has been done, it can be concluded that the blended learning model using the edmodo application can effectively and significantly improve students' critical thinking skills (kbk) at sma negeri 1 ngronggot. this is indicated by an increase in the kbk score which is statistically significant at 5% alpha, with a high level of kbk improvement, there is no difference in the increase in kbk between the two classes, and the average student response to the blended learning model learning using the edmodo application on the material. parabolic motion is 83.7% or a very good category. references adnyana, g. p. 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(2018). mengenal 4c: learning and innovation skills untuk menghadapi era revolusi industri 4.0. 2nd science education national conference, 13. 43 7 (1) (2022) 43-48 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal translation techniques of culture specific items found in “of mice and men” novel and their impact on readability martinda intan permatahati*, abdurrachman faridi, mursid saleh universitas negeri semarang, indonesia article info ____________________ keywords: translation, translation techniques, readability, csi _________________________ abstract ___________________________________________________________________ the main activity of translation is transferring meaning from source language into target language. the strategy is used to translate will affect to the readability level. cultural gaps between sl and tl have always turned to be a problem that is difficult to solve in translation. this article aims at finding the translation techniques that are applied in translating culture specific items (csi) and explaining the readability level of translated novel in of mice and men, entitled tikus dan manusia by ariyantri e. tarman. this research is descriptive qualitative. data collection was done manually from the novel. experts’ judgment will provide comments to maintain the validity of the data. questionnaire helps to score the readability of the text. the theory of csi proposed by newmark (1998), the translation techniques by davies (2003), the automated readability index (ari) formula to find the match age in readability process, and readability rating instrument by nababan (2009) . this research finding shows that the translator tended to use translation techniques oriented to target language (tl). thus, the priority of the translation work is it should be read by the ideal target readers. from the result, it can the technique used can get high level of readability for college graduate readers. p-issn 2528-505x e-issn 2615-6377 international journal of active learning 7 (1) (2022) 44 introduction in translation study, translation of culture-specific items (csi) becomes problems for translators. the translator should be aware of the beliefs, attitudes, values, and rules of the source culture (sl), to understand them and to adequately translate them in the target culture (tl). the focus of this research is translation of culture of specific items, the concept of culture will be considered from the linguistic point of view. newmark stated that culture is "the way of life and its manifestations that are peculiar to a community that uses a particular language as its means of expression" (newmark 1998: 94). to find the best equivalent for culture specific items (csi) in translation is, thus, one of the main concerns and the hardest part for each translator. based on karamian’s journal stated that “translators must be both bilingual and bicultural, if not indeed multicultural” (karamanian, 2002). it can be concluded that translator’s duty is not only to make the text readable, but also deliver the culture. it is obvious since the hardest part in translation is to find right equivalents for words with cultural implications. besides bilingual and bicultural, translators should know the appropriate techniques to comprehend culture-specific items. a translator should be able to find some possibilities that include the diversities of translation strategies which can solve the problem of translating csi. molina and albir (2002: 5078) distinguish translation methods, techniques, and strategies due to their essential differences. the aim of this study is to find out the translation technique applied by the translator in translating the culture specific items in of mice and men which is translated into tikus dan manusia using davies’ theory (2003). the elaboration of those techniques is preservation, addition, omission, globalization, localization, transformation, and creation. in literary works, the meaning of the culture-specific items is related to the culturespecific context, these items are difficult to understand by the readers. in a fiction novel, the csi from cultures may confront, and then a certain misunderstanding of the meaning can occur due to the difference in cultures. this phenomenon emerges a clash between cultures because a reader with his or her own cultural identity reads the book from a different perspective. it is important for the translators must consider not only the two languages but also the two cultures, since there are some concepts in the sl, which do not have lexical equivalents in the tl. finding the best equivalents for the culture-specific items in the translation becomes one of the main concerns for the translators. a readable product of translation is one of the main goals in translating. to sum up, readability is how well a text for its reader, whether it’s easy to be understood, interesting, enjoyable, can be read or not. the automated readability index (ari) is a readability test design to assess the understandability of a text. ari is derived from ratios representing word difficulty and sentence difficulty. the score gives an indication of how difficult the page is to read. each score can be matched to an equivalent reading ability level. the automated readability index outputs a number that approximates the age needed to understand the text. after getting the estimated age to understand the text, the researcher then used an instrument from nababan (2009) to test the readability according to the age level that had been obtained from the ari formula. of mice and men is published in 1937 the language in “of mice and men” is childlike in nature and shows education level of citizens during the great depression. there are lots of non-standard english found in the novel. this is the reason why the researcher is interested on doing research related to translation technique used in translating of mice and men and analyzing the translation techniques that the translator used in translating the novel. method this study was designed as qualitative research. the researcher described the data based on the existing theory. to get the data, the researcher had identified and analyzed the data from the of international journal of active learning 7 (1) (2022) 45 mice and men novel for finding the culture specific items category proposed by newmark categorization and fill them into the data sheet. after classifying the csi, the researcher analyzed the translation techniques that were used in translating the novel. to keep the validity of the data, the researcher used expert judgement. two experts gave comments to the data. table 1. sample table of data collection after tabulating the culture-specific items and translation techniques data and got the revision from expert judgment, the researcher used the ari formula to define the age match in readability process. the ari formula was provided free of charge in https://readabilityformulas.com/automated-readability-index.php. then the researcher gave a questionnaire to three readers according to age to measure the level of readability of this novel. the level of readability was measured by using the readability rating instrument proposed by nababan (2009). table 2. sample of questionnaire page number english novel translation novel readability high readability (3) medium readability (2) low readability (1) 1 of mice and men tikus dan manusia v result and discussion the culture specific items in of mice and men after identifying and analyzing the data, the researcher found 423 culture specific items in of mice and men. those culture specific – items were divided into 5 categories based on newmark’s categorization. those are: ecology, material culture, social culture, organization, gesture, and habits. table 3. culture-specific items category total percentage ecology 124 29,3% material culture 178 42,1% social culture 56 13,2% organizations 36 8,5% gestures and habits 29 6,9% english novel translation novel csi item translation technique revision of comment comments category item in category the narrow pool penggalan sungai yang dangkal ecology plains localization high degree pool is a small and rather deep body of usually fresh water (merriam webster) international journal of active learning 7 (1) (2022) 46 based on the research results, the highest frequency was from material culture with 178 out of 423 (42.1%). in comparison, the lowest frequency was from gestures and habits with 29 out of 423 (6.9%). the category of csi divided into several sub-category, for example on material culture category. the first sub-category in material culture was food. food was the most sensitive terms since there were many terms for a kind of dish. as an example, from bahasa indonesia, “odading” has different name or terms in different area. it was called “bolang-baling” in semarang, central java, “galundeng” in yogyakarta, “kue bantal” in jakarta, “roti goreng” in surabaya, west java, “oliebollen” in netherland and many different names. in this study, it was found 17 food subcategories out of 178 material culture categories. for example; st : the one that his old lady used to make hot cakes for the kids tt : yang ibunya sering bikin panekuk buat anak-anaknya translation techniques in translating the culture – specific items they were seven techniques based on davies’s theory used in this novel, they were preservation, addition, omission, globalization, localization, transformation, and creation. all of the techniques were found in the novel. based on the result, the highest techniques used in the novel was localization (70,32%) and the lowest was omission (0,23%). one of the examples was; st : he’s handy tt : on the example above, the translator did not translate the word ‘handy’ which was categorized as gesture in csi. omission technique appeared when a problematic csi was left out in the translation, so the readers had no idea of csis existence. next, localization was done by replacing the csis of the sl with tl reference which was equivalent in meaning to the source culture reference. localization was a technique that was widely used in the translation of of mice and men novel. there were 308 or 70.48% csis translated using this technique. the elaborations of some examples were as follow; datum number 12; st : sycamores tt : pohon ara the sycamores were kind of pohon ara in indonesia. in the bible, sycamore tree translated into sukamorea. for indonesian people, this word was unfamiliar in the target language and culture. in kbbi (kamus besar bahasa indonesia), pohon ara means ficus type trees that have a lot of sap, while in cambridge dictionary online 4th edition a tree with leaves divided into five parts and seeds that turn around slowly to the ground when they fall. based on wikipedia, pohon ara and sycamores almost the same species. the translator used localization to make it easier for readers to understand according to their cultural reference. the readability of the csis translation to assess the readability of the csis translation, the researcher used the automated readability index (ari) to get the approximates the age needed to understand the text. grade level needed to comprehend the text. based on the ari, the grade level or the readers age should be college graduate. from the result, it can be concluded that the best age for reading this translated text was college graduate or 18-24 years. readability rating instrument was applied by the respondents as the parameter. this instrument consisted of three scales namely readable, less readable, and unreadable. the translation of csi was included readable if it was easily understood by the target readers; the usage of specific items was familiar in the target language and culture; and the respondents gave score 3 for readability scale. on this research findings there were 416 or (98.3%) international journal of active learning 7 (1) (2022) 47 csi were considered readable. there were six techniques were considered readable, they were addition, preservation, localization, globalization, transformation, and creation. almost 368 items were scored 3 or high readability by the respondents whereas 49 items were scored 3 by two respondents and were scored 2 by one respondents. st : like a terrier who doesn’t want to bring a ball to its master, tt : seperti anjing terrier yang tidak mau membawa bola kembali ke tuannya datum number 71 was translated using preservation and addition. this was considered readable to the target readers. the research findings discovered 6 items or 1.4% among 423 csi considered less readable. preservation, localization, and creation were techniques that contributed in this part. for instance; st : the salinas river drops in close to the hillside bank and runs deep and green, tt : sungai salinas mengalir merapat ke tepian sungai di sisi bukit dan merembah dalam dan hijau datum number 4 was translated using preservation technique. it was included less readable because the respondents did not familiar with the place in sl. this research discovered only 1 item or (0.2%) was included unreadable. this item was translated using omission technique. this word was not translated so the respondent cannot judge their readability, so all the three respondents gave score 1 for this datum. conclusion translator is always faced by cultural problems. consequently, besides having the language competent, the translator should have knowledge of the source text culture. the choices of translation techniques are based on many reasons. translation techniques used reflects the social and cultural trend in the society. from the data we can say that english speaking readers are still not welcome to many culture-specific items from other culture. that is why, the translator tends to use the techniques that is target text oriented such as localisation, globalisation, omission, transformation, and creation. however, there is a tendency for the target text reader, the english speakers, to welcome unfamiliar culture-specific items as globalization leads people to interact one another. in the novel, preservation and addition are applied to culture-specific words which are crucial and be the central attention. preservation and addition applied in the target text will make it possible for target text readers to fell the traditional or local nuances of the source text culture. references akef, k., & vakili, t. (2010). a comparative analysis of culture specific items in two english translations of savushun. journal of english language studies, 1(4), 157168. davies, e.e. (2003). a goblin or a dirty nose? the treatment of culture-specific references in translations of the harry potter books. the translator,9 (1), manchester: st. jerome publishing, pp.65–10. fuadi, c. (2016). foreignization and domestication strategies in cultural term translation of tourism brochures. journal on english as a foreign language, vol. 6(2), 171-188. mujiyanto, y. (2015). the implementation of domestication strategy to maintain bahasa’ s role in adopting novel terminologies for scien-tech undertaking. language circle journal of language and literature, ix/2(april), 177–184. newmark, p. (1988). a textbook of translation. new york: prentice-hall international. newmark. (2010). translation and culture‖. in meaning in translation. ed. b. lewandowska-tomaszczyk. frankfurt: peter long gmbh. nida, e.a. and c. r. taber (1969) the theory and practice of translation. leiden: e.j. brill. international journal of active learning 7 (1) (2022) 48 nord, c. (2001). translating as a purposeful activity-functional approaches explained. shanghai: shanghai foreign language education press. venuti, lawrence. (1995). the translator’s invisibility, a history of translation. london: routledge. paul, p. 2008. cambridge advance learner’s dictionary. new york: cambridge university press. silalahi, r. (2009). dampak teknik, metode, dan ideologi penerjemahan pada kualitas terjemahan pada kualitas terjemahan teks medical-surgical nursing dalam bahasa indonesia. [thesis]. medan: universitas sumatra utara. 65 6 (2) (2021) 65-75 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal development of android-based kimi kimo adventure game as learning media on chemical bonds rivaldi dwi kurniawan, rusly hidayah universitas negeri surabaya, indonesia article info ____________________ keywords: kimi kimo adventure, game, chemical bonding, media _________________________ abstract ___________________________________________________________________ this research aims to test the development of an android-based kimi kimo adventure game which is feasible as a learning media for chemical bonding material at smk negeri 1 driyorejo gresik. the feasibility of the kimi kimo adventure game is reviewed in terms of validity, practicality, and effectiveness. validity in terms of content validity and construct validity obtained from the validation results of 3 experts, namely 2 chemistry lecturers at universitas negeri surabaya and 1 chemistry teacher at smk negeri 1 driyorejo gresik. practicality was obtained from the results of student observations and student response questionnaires. while the effectiveness is obtained from the students learning outcomes. the research method that was used is research and development carried out until a limited trial. the limited trial was carried out in 18 students from class x at smk negeri 1 driyorejo gresik. the data that has been obtained from the limited trial of the kimi kimo adventure game has a percentage assessment of (1) validity consisting of content validity which is very valid and construct validity which is very valid, (2) practicality consisting from the observation result of student activities which is very practical and the results of the response questionnaire which is very practical, (3) effectiveness consists the value of students’ learning outcomes and the classical completeness between the pretest and posttest has increased. it means the kimi kimo adventure game as a learning media can increase the students’ learning outcomes which means the game that has been developed is very effective for use as learning media on chemical bonds. based on the results of the research, it can be concluded that the kimi kimo adventure game is appropriate for use as a learning medium. *correspondence address: e-mail: rivaldi.17030194045@mhs.unesa.ac.id p-issn 2528-505x e-issn 2615-6377 rivaldi dwi kurniawan et al. / international journal of active learning 6 (2) (2021) 65-75 66 introduction one of the main foundations of 21st-century learning is mastering the development of information technology. this has a good impact on life, one of which is in education because the 21st-century education paradigm emphasizes the ability of students to think critically, be able to develop knowledge in the real world, be able to master information technology, and be able to communicate and collaborate. education is a learning process so the students can develop their potential (depdiknas, undang-undang republik indonesia nomor 20 tahun 2003 tentang pendidikan nasional, 2003). one of the ways to develop the students’ potential is through effective learning with effective media. effective learning is learning that involves the activities of students to be able to achieve the learning goals optimally. the essence of the learning process is the communication process between the message source (teacher) and the message recipient (students). to facilitate the process of conveying messages, a learning media is needed and it must match the characteristics of the material to be conveyed. especially during the covid-19 pandemic, the use of learning media is important in providing educational facilities for distance learning or face-to-face learning. the use of appropriate learning media in the learning process can generate new desires and interests, generate challenges, motivation of students to take an active role, and stimulate learning activities that can have a psychological influence on students (yunitasari & agustini, 2013). challenges can be in the form of distractions or threats during play or failure in the game (siagian, 2013). chemistry is a branch of natural science that studies everything about matter including contexture, configuration, properties, and alteration in energy and matter, which requires skill to reasoning because chemistry is an abstract concept that requires a media that appropriate to help students understand chemistry well (erlina, 2011). as an educator, the teacher must also be able to make students become competent individuals, not only making students know and understand but also being able to make students being creative individuals. students are required to have thinking and acting skills, namely creative, productive, critical, independent, collaborative, and communicative through a scientific approach as a development of what’s learned in educational units and other sources independently. to facilitate the process of conveying messages, a learning media is needed and it must match the characteristics of the material to be conveyed. a subject in chemistry that is difficult for students to learn is chemical bonding. this subject requires a serious understanding of fun and effective media. one of the fun media is a game. game media is a learning media that can provide fun as well as knowledge. based on the characteristics of chemistry which is an abstract material and full of mathematical concepts that are sometimes not simple, media is required to assist students to understand the concept. mobile learning also can be wont to assess students learning outcomes. as an educational media, the game has several advantages which are fun, entertaining to try and do, allows the active participation of students to find out, can provide direct feedback, can apply certain concepts or roles into actual situations, flexible, easy to create, and easy to reproduce (antunes, pacheco, & giovanela, 2012). the game can be used as a learning media when they can develop cognitive and operational abilities such as problem-solving. cognitive abilities are related to the competence to distinguish objects, events, or stimuli, and apply the rules and solve the problems (antunes, pacheco, & giovanela, 2012). educational games are a part of mobile learning. mobile learning is learning that refers to the use of information and communication technology as a learning media so the students can access materials, directions, and applications related to learning anywhere and anytime. the advantages of mobile devices are the portability, can be connected to the network anytime and anywhere, more flexibility in accessing learning resources, the proximity of information, and students can be actively involved (woodill, 2010). using mobile learning, teachers can help students to more easily understand the material being studied. it is because the students can link the concepts of subject matter according to their thinking so it can stimulate students to more easily understand the material (arsyad, 2010). the advantages of mobile learning can be used to overcome the limitations of the personal computer (pc). mobile learning is learning that is carried out by utilizing mobile devices and mobile networks. thus, mobile learning is learning by using mobile devices and mobile networks so students can access learning materials anywhere and anytime. the advantages of mobile devices include being easy to carry, being able to connect to the network anytime and anywhere, more flexible in accessing learning resources, students can be involved and active (woodill, 2010). rivaldi dwi kurniawan et al. / international journal of active learning 6 (2) (2021) 65-75 67 unfortunately, using the game as a learning media has not been widely implemented in schools. the lack of use of the game as a medium to study chemistry is due to the limited information from the teacher about game-based learning media (fatimah & hidayah, 2020). based on the described things above, the researcher wants to develop an android-based game as learning media in chemical bonding called kimi kimo adventure. in addition, researchers also want to know the validity, practicality, and effectiveness of these games in learning chemical bonding by tested it on smk negeri 1 driyorejo gresik. the other purpose of this research is also to introduce the androidbased game as learning media in chemistry lessons for the teacher. methods this study uses research and development (r&d) methods that are intended to provide certain products as well as test the product's validity, practicality, and effectiveness within the learning process using media (sukmadinata, 2016). this research is the development of the kimi kimo adventure game as a learning media for chemical bonding material based on the research and development method. the steps in this method are potential and problems, collecting information, product design, design validation, design improvement, limited trial, broad trial, product improvement, and mass production of products. this research only reached the limited trial step because it was only used for feasibility trials. this research was conducted at smk negeri 1 driyorejo gresik with the research subject of 18 students. the instruments used in this study were validation sheets, student response questionnaire sheets, student activity observation sheets, pretest question sheets, and posttest question sheets. data collection techniques were carried out in four ways, namely (1) students questionnaire and interview one of a chemistry teacher, (2) giving validation questionnaires to 3 validators, (3) giving student observation sheets to observers and giving student response questionnaire sheets to students, and (4) giving pretest and posttest questions related to chemical bonding material to determine effectiveness. the preliminary field testing step was conducted using one group pretest-posttest design. the researcher gives the pretest before the treatment (o1). after the treatment (x), the researcher gives the student posttest (o2) to measure the effectiveness of the game as a learning media (setyosari, 2016). students questionnaire and the interview that was conducted with one of the chemistry teachers in smk negeri 1 driyorejo gresik aims to know the method and the media that is used to explain chemical bonding materials. it is also to get information about the obstacles during chemical bonding learning. a questionnaire is an instrument in the form of several written questions, the aim of which to obtain information from respondents about what they have experienced and know (siyoto & sodik, 2015). giving validation questionnaires to 3 validators consisting of 2 chemistry lecturers at universitas negeri surabaya and 1 chemistry teacher at smk negeri 1 driyorejo gresik to determine the validity using likert scale 1-5, which are not valid, less valid, quite valid, valid, and very valid (riduwan, 2015). the likert scale is used to measure a person's attitudes, opinions, and perceptions about something (herlina, 2019). table 1. likert scale (riduwan, 2015). statement score not valid 1 less valid 2 quite valid 3 valid 4 very valid 5 from the results of the assessment, the percentage of validity can be calculated using the formula below: otal score of validators aximum score x based on the likert scale score in table 1, the game is said to be valid if the percentage of validity of each indicator is in the valid category or reaches a score of ≥61% according to table 2 (riduwan, 2015). table 2. game validity category (riduwan, 2015). percentage (%) category 0 – 20 not valid 21 – 40 less valid 41 – 60 quite valid 61 – 80 valid 81 – 100 very valid observation sheets and students’ response questionnaire sheets aim to determine practicality using the guttman scale. there are two options in the sheets, “yes” and “no”. for rivaldi dwi kurniawan et al. / international journal of active learning 6 (2) (2021) 65-75 68 the positive statement “yes” has a value of 1, while “no” has a value of 0. for the negative statement “yes” has a value of , while “no” has a value of 1. the percentage of practically can be calculated using the formula below: otal score deal score x ideal score = highest score x number of respondents the observation sheet uses four indicators, which are the installation process of the game in students’ android, students’ interest, students’ learning activities using games, and students' understanding of the material that has been given. the indicators are developed into seventeen statements to observe students’ activity during the lesson. the indicators used in the students’ response questionnaire are students' interest in games as learning media, ease of understanding the material in the game as a learning medium, and ease of using a game as learning media, which are developed into fifteen questions. the results of the observation sheet and students' response questionnaires were used to determine the practicality of the kimi kimo adventure game media by using the interpretation of the score as follows (riduwan, 2015). table 3. game media practicality scale (riduwan, 2015). percentage (%) category 0 – 20 not practical 21 – 40 less practical 41 – 60 practical enough 61 – 80 practical 81 – 100 very practical based on table 3, the game can be said to be practical if the percentage of practicality for each indicator is ≥61% or is in the valid category (riduwan, 2015). data analysis of student learning outcomes was obtained from the results of the pretest conducted before the use of the game and the posttest which was carried out after the students used the kimi kimo adventure game as a learning medium. learning outcomes data is used to determine the students' learning completeness by comparing the results of the pretest and posttest scores. individual completeness is determined by a score of individual minimum completeness which is ≥75. classical completeness is determined by a score of ≥80% (riduwan, 2015). to determine individual completeness using the following formula: otal score obtained aximum score x for classical completeness can be known using the following formula: umber of students who completed otal number of students x the result of pretest and posttest scores can be analyzed using the kolmogorov-smirnov test to see the normality. if the sig. kolmogorovsmirnov shows a value of more than 0.05 which means that the data distribution is normal (arifin, 2017). to see the effectiveness of the kimi kimo adventure game, the pretest and posttest scores are analyzed using the left-sided one t-test using the spss application. statement of h0 is the score of pretest or posttest are ≥75, while ha is the score of pretest or posttest are <75. in the left-sided test, if the tcount value is ≥ t-table, then h0 is accepted (sudjana, 2005). in addition, to show that there are differences in students' pretest and posttest scores after being given the kimi kimo adventure game media, paired sample t-test can be used. the statement of h0 is there is no difference in students' pretest and posttest scores after being given the kimi kimo adventure game media, while ha is there is a difference in students' pretest and posttest scores after being given the kimi kimo adventure game media. if the average posttest score is greater than the average pretest score and the significance value is less than 0.05 then ha is accepted (sudjana, 2005). results and discussion students questionnaire the students at smk negeri 1 driyorejo gresik were asked to fill out a questionnaire. this questionnaire aims to find out the students' experiences and the learning media that used while studying chemistry at school. the questionnaire uses four indicators, which are knowing the difficulties of students in chemistry lessons, students' learning styles, characteristics of chemistry learning that used, and students' interest in games as learning media. the indicators are developed into some questions and concluded in figure 1. rivaldi dwi kurniawan et al. / international journal of active learning 6 (2) (2021) 65-75 69 figure 1. result of students’ questionnaire based on the data in figure 1, it was found that 77.14% of students stated that chemistry lessons were difficult and boring to learn with 91.43% of students stated that the difficult material is chemical bonding because students are difficult to understand it with the methods and learning media which commonly used by the teacher. this is supported by 82.86% of students who stated that they never used games as a learning media. meanwhile, based on the results of the questionnaire, it was known that 82.86% of students enjoyed learning while playing and 94.29% of students most often played android-based games. as many as 91.43% of students also expect that chemistry learning to used android-based games. so, it is known that android-based games are needed to meet the needs of students who enjoyed learning while playing. teacher’s interview this interview aims to know the teacher's profile in teaching at school, including a method and learning media that is wont to teach. the teacher who was interviewed was one of the chemistry teachers at smk negeri 1 driyorejo, gresik. the teacher said that the teacher experienced a bit difficulty within the chemistry learning process, especially during the covid-19 pandemic due to the limited available learning media. during learning, the teacher only used available learning media as much as possible and never used other learning media like games. therefore, the student's learning outcomes are less than expected. so, the teacher expects an effective and appropriate learning media that can be used anywhere and anytime which makes it is more practical and also the students don’t mind always carry it, especially if the learning media is fun so it can attract students' interest and the learning is not boring anymore. to overcome this problem, mobile learning using android-based game media is a learning media that is following the media that is needed by the teacher, because students can access it anywhere and anytime. students should also have no objection to bring it anywhere because it is already on their smartphone. it is following the current phenomenon because right now the students are never leaving their smartphones, and with the existence of games as a learning media, students can learn as well as play. according to the chemistry teacher at smk negeri 1 driyorejo, the kimi kimo adventure game can help in the teaching and learning process in the pandemic conditions, due to the compatibility of applications that can be installed on android-based devices, which are very commonly used by students. in addition, packaging questions in the game as an obstacle in order to complete the game is also very helpful in motivating students to complete learning as well as possible. the game system that is simple, relaxed, fun, also does not only focus on the question and answer process can make students feel the sensation of "playing" so that students do not feel bored quickly. the validity of kimi kimo adventure game the validation process was carried out by experts, namely two chemistry lecturers at the universitas negeri surabaya and one teacher at smk negeri 1 driyorejo gresik to obtain comments and suggestions so that the game developed was following the criteria that had been made on the validation sheet. the criteria that assessed are consisting of content validity and construct validity. the average percentage of the content validity and construct validity of the kimi kimo adventure game from the validators are in figure 2. figure 2. the average percentage of content validity and construct validity based on figure 2, the average percentage for content validity of kimi kimo adventure game is 87% which includes very valid and the average percentage for construct validity of kimi kimo adventure is 83.86% which also includes very valid. rivaldi dwi kurniawan et al. / international journal of active learning 6 (2) (2021) 65-75 70 content validity relates to the up-to-date and correctness of concepts in the game (slameto & hidayah, 2010). in addition, the game must have goals according to the learning objectives and learning indicators that have been set (lutfi, suyono, & nur, 2014). in the game also must have instructions or directions for players to achieve the expected goals and rules that has been made in the game and cannot be changed by the player or user (rusman, 2013). furthermore, the game has a display games as learning media (colors, sizes, graphics, and animations that are adapted to the age of the players and the message conveyed), standard or limit for success after using the game as a learning medium, and options for players to determine or ensure the activities that can be carried out (prasetyo, 2013). the practicality of kimi kimo adventure game the practicality of the game can be analyzed through the observation sheet and student’s response questionnaire. in observing student activities, a researcher observed 1 class containing 18 students of class x apl 2 smk negeri 1 driyorejo gresik. the limited trial was held on tuesday, june 8, 2021, and was assisted by 4 observers who take a role in observing students playing the kimi kimo adventure game. the results of this observation are used to determine the practicality of the game. the results of the observations are presented in figure 3. figure 3. students observation results based on figure 3, the average percentage for the first indicator, namely "installation process of the game in students’ android" is 100% with a very practical category. this indicator has two aspects to observe, namely "students install games on their devices according to the instructions in the guidebook" and "students open the kimi kimo adventure application according to the guidebook" with each aspect getting a percentage of 100% with a very practical category. this shows that the guidebook provided is appropriate, making it easier for students to install and open the game. the second indicator, namely "students' interest when using games" gets the average percentage of 94.43% with a very practical category. this indicator has three aspects to observe, namely "students continue to play when they fail" with a percentage of 100% with a very practical category, "students play the game again when they have finished the previous game" with a percentage of 100% with a very practical category, and "students share game applications to other classes" with a percentage of 83.3% with a very practical category. this shows that the games that developed attract the interest of students so that they are still played when they lose or when they are successful. however, there are still some students who have not shared the game with other classes because the researcher only carried out a limited trial in one class, so it took more time to share it with other classes. games if used wisely and appropriately can relieve stress in the learning environment, inspire students to be fully involved, and increase enthusiasm in the learning process (mustari, 2014). figure 4. limited trial of kimi kimo adventure in the third indicator, namely "students' learning activities using games", the average percentage is 100% with a very practical category. this indicator has ten aspects to observe, namely "students choose the language used in the game", "students open and read instructions before starting the game", "students open and read basic competencies and indicators before starting the game", "students open and read the material and view the available videos before starting the game", "students answer the questions contained in the game", "students take blue diamonds to open the chests contained in each level", "students play the game at level 1", "students play games at level 2", "students play games at level 3", and "students play games at level 4" with each aspect getting a percentage of 100% with a very practical category. this shows that students' learning activities when using games are classified as very practical because the activities are structured from the beginning to the end of learning. in addition, the use of games in learning activities can avoid boredom, leave a long impression in the memory of rivaldi dwi kurniawan et al. / international journal of active learning 6 (2) (2021) 65-75 71 students, and provide opportunities for students to learn in a more pleasant atmosphere without leaving the learning objectives (slameto & hidayah, 2010). in the fourth indicator, namely "students' understanding of the material that has been given" the average percentage is 86.05% with a very practical category. this indicator has two aspects to observe, namely "students do not ask questions while playing" with a percentage of 83.3% with a very practical category and "students can do posttest easily" with a percentage of 88.8% with a very practical category. this shows that the role of the teacher is still needed to guide students and help them understand the material that has been given. in learning activities, students who have a high interest in learning will feel happy and interested in the subject matter provided by the teacher (nur, 2008). based on figure 3, it can be concluded that the average percentage of all indicators is 93.38% which reaches a percentage of ≥81%. this shows that the android-based kimi kimo adventure game is very practical to use as a learning medium on chemical bonding material based on the results of observing student activities. furthermore, the practicality of learning media can be seen from the results of student response questionnaires. the results of the student response questionnaires are presented in figure 5. figure 5. students response questionnaires results based on figure 5, the average percentage for the first indicator, namely “students’ interest in games as learning media” is 94.43 with a very practical category. this indicator has eight questions to observe and each question reaches a very practical category, the first question was "is the kimi kimo adventure game a fun learning medium?" got a percentage of 100% of students answered "yes", the second question was "is the game kimi kimo adventure very boring?" got a percentage of 100% of students answered "no", the third question was "do the steps in the game kimi kimo adventure make you interested in playing it again?" got a percentage of 83.3% of students answered "yes", the fourth question was "are you not interested in participating in learning using the kimi kimo adventure game?" got a percentage of 94.4% of students answered "no", the fifth question was "do you want to play the kimi kimo adventure game outside of learning hours?" got a percentage of 100% of students answered "yes", the sixth question was "do you recommend the game kimi kimo adventure for friends who have never played this game?" got a percentage of 94.4% of students answered "yes", the seventh question was "do you want other games for the learning process?" got a percentage of 100% of students answered "yes", the eighth question was "does the material presented in the kimi kimo adventure game not interest you in learning?" got a percentage of 83.3% of students answered "no". this shows that students are very interested in the game kimi kimo adventure to be used as a medium for learning chemical bonds, so the students also expect other games that can be used as learning media as well. learning activities which are interesting make students can construct their knowledge as an active learner (anisa, 2016). active student involvement in learning activities can maximize the learning process. based on constructivism learning theory, student involvement can make it easier for students to construct their knowledge. constructivism learning activity is based on learning that occurs through the active involvement of students in the construction of meaning and knowledge (sugrah, 2019). knowledge is not a gift from the teacher, but the result of the construction process carried out by each individual (isti'adah, 2020). a theory related to constructivism learning theory is piaget’s theory of cognitive development. piaget stated that cognitive structures are the result of a child’s development process. the development level of cognitive structures occurs maximally, the adolescents can think logically and use scientific reasoning (slavin, 2017). the second indicator, namely "ease of understanding the material in the game as a learning medium" gets an average percentage of 88.83% with a very practical category. this indicator has four questions to observe and each question is categorized as very practical, the first question was "does kimi kimo adventure game help you to understand chemical bonding materials?" got a percentage of 94.4% of students answered "yes", the second question was "is the chemical bond material still difficult after playing the game kimi kimo adventure?" got a percentage of 88.8% of students answered "no", the third question was "can you easily do the posttest questions after using the kimi kimo rivaldi dwi kurniawan et al. / international journal of active learning 6 (2) (2021) 65-75 72 adventure game?" got a percentage of 88.8% of students answered "yes", and the fourth question was "are the questions in the game classified as difficult questions?" got a percentage of 83.3% of students answered "yes". this shows that the kimi kimo adventure game can help students understand chemical bonding material. furthermore, this game can also be used as a medium for practice because it contains questions that are classified as difficult. the third indicator, namely "ease of using a game as learning media" gets an average percentage of 100% with a very valid category. this indicator has three questions to observe and each question is categorized as very practical. the first question was "can you easily install kimi kimo adventure game?" got a percentage of 100% of the students answered "yes", the second question was "do you have difficulty operating the kimi kimo adventure game?" got a percentage of 100% of students answered "no", the third question was "do you have difficulty understanding the rules of the game and the steps for completing the game?" got a percentage of 100% students answered "no". this shows that the kimi kimo adventure game is a game that’s very easy to use including from the installation process until the operation of the game. based on figure 5, it can be concluded that the average percentage of all indicators is 94% which reaches a percentage of ≥81%. this shows that the android-based kimi kimo adventure game is very practical to use as a learning medium on chemical bonding material based on the results of students’ response questionnaire. the effectiveness of kimi kimo adventure game the effectiveness of the kimi kimo adventure game can be analyzed through the score of pretest and posttest. data from pretest and posttest can be calculated for the classical completeness. there is two statistics analysis that used to analyze the pretest and posttest result. the first is the normality test using the kolmogorov-smirnov test to see the normal distribution of data and the second is the leftsided one t-test to see the effectiveness of kimi kimo adventure game as media in chemical bonding learning. in addition, to find out more about the effectiveness of the kimi kimo adventure game, statistical tests can also be carried out using the paired sample t-test to show that there are differences in students' pretest and posttest scores after being given the kimi kimo adventure game media. normality test aims to determine the distribution of the data obtained is normally distributed or not. if it is normal, then the data from the research can be analyzed further. test the normality of the data in this study using the kolmogorov-smirnov through the spss application. the research data is declared normal if the kolmogorov-smirnov test results produce a sig value > α (wardana, 2020). the results of the normality test using the kolmogorov-smirnov test on the pretest and posttest are presented in table 4. table 4. one-sample kolmogorov-smirnov test pretest posttest n 18 18 normal parametersa mean 38.8889 92.7778 std. deviation 18.43554 8.26442 most extreme differences absolute .254 .309 positive .254 .191 negative -.135 -.309 kolmogorov-smirnov z 1.077 1.311 asymp. sig. (2-tailed) .197 .064 a. test distribution is normal. based on table 4, the data of students' pretest and posttest scores were declared normal because the results of the kolmogorov-smirnov test showed the sig value for the pretest was 0.197 while the sig value for the posttest was 0.064. this value is greater than the real level (α) used, which is 0.05. if the sig. kolmogorovsmirnov shows a value of more than 0.05 which means that the data distribution is normal (arifin, 2017). the results of students' completeness in the pretest are presented in figure 6. figure 6. students' completeness in the pretest based on figure 6, only 2 students completed from a total of 18 students so the classical completeness that obtained was 11.11%. this is rivaldi dwi kurniawan et al. / international journal of active learning 6 (2) (2021) 65-75 73 not as expected by the chemistry teacher, so other learning media are needed that can increase students' learning outcomes. an important component in learning is the organization of the information learned, the previous knowledge that students have mastered, and some processes involve understanding, meaning, storing, and retrieving information (hasanuddin, 2017). figure 7. students playing kimi kimo adventure game when the students play the kimi kimo adventure game, some processes involve understanding, meaning, storing, and retrieving information. games can provide immediate feedback, real experiences, can be repeated as many times as desire, and help students who have difficulty learning with conventional methods (sugiyono, 2015). therefore, it is easier for students to understand and remember chemical bonding material. so, the kimi kimo adventure game has an impact on students' learning outcomes as seen in the posttest results presented in figure 8. figure 8. students' completeness in the posttest based on figure 8, all of 18 students completed so the classical completeness that obtained was 100%. in addition, statistical tests can also be carried out using the left-sided one t-test to see the effectiveness of the kimi kimo adventure game as media in chemical bonding learning. the data criteria that can be analyzed using a one-sample t-test are quantitative and normally distributed (muhid, 2019). the researcher used the left-sided one t-test to analyze the data further. the left-sided one ttest aims to analyze students' posttest completeness after learning using the kimi kimo adventure game as a learning media. statement of h0 is a score of pretest or posttest are ≥ 75, while ha is a score of a pretest or posttest are < 75. in the left-sided one t-test, h0 is accepted if the t-table value is greater than the calculated t-value (sudjana, 2005). the results of the left-sided one t-test are presented in table 5. table 5. left-sided one t-test test value = 75 t df sig. (2tailed ) mean differenc e 95% confidence interval of the difference lower upper pos t test 9.12 6 1 7 .000 17.77778 13.668 0 21.887 6 based on table 5, the results of the analysis using the spss application, it was found that the t-value was 9.126. the t-table value obtained is 1.74. when compared between the two values, the value of t-value is greater than the t-table. this proves that h0 is accepted, namely the average posttest score of students has exceeded the specified minimum completeness criteria which are 75. to show that there are differences and increases between the students' pretest and posttest scores after being given the kimi kimo adventure game media, paired sample t-test can be used. the statement of h0 is there is no difference in students' pretest and posttest scores after being given the kimi kimo adventure game media, while ha is there is a difference in students' pretest and posttest scores after being given the kimi kimo adventure game media. if the average posttest score is greater than the average pretest score and the significance value is less than 0.05 then ha is accepted (sudjana, 2005). the results of the paired sample t-test are presented in table 6 until table 8. rivaldi dwi kurniawan et al. / international journal of active learning 6 (2) (2021) 65-75 74 table 6. paired sample statistics mean n std. deviation std. error mean pair 1 pretest 38.8889 18 18.43554 4.34530 posttest 92.7778 18 8.26442 1.94794 from the results of table 6, it can be seen that the average pretest and posttest scores of students in the use of the kimi kimo adventure game media are significantly different. the average posttest score is greater, namely 92.78 than the average pretest score which is only 38.89. this shows that ha is accepted. table 7. paired sample correlations n correlation sig. pair 1 pretest and posttest 18 .716 .001 from table 7, it can be seen that there is a correlation between the pretest and posttest score data. the resulting significance value is 0.001 which is smaller than the 0.05 value or the real level used. in this case, ha is accepted and h0 is rejected. table 8. paired sample t-test based on table 8, the t-count value is 16.592 with a significance value of 0.000 and degrees of freedom 17. this shows that there are differences in the students' pretest and posttest scores after being given the kimi kimo adventure game media which means it is effective to be used as a medium for learning chemical bonds. an increase in posttest scores because students are more interested in learning to use the provided game media. besides, the kimi kimo adventure game also takes several examples of chemical bonding in daily life so the students can associate the materials with the daily life aspect. it was generally agreed that a very important reason why games have a positive effect on learning is that games provide the live experience of user involvement (cheng, chen, & chen, 2015). figure 9. kimi kimo adventure display of level 1 android-based kimi kimo adventure game was proven effective in improving students’ learning outcomes and their skills. the students acquired the skill through observation, active interaction with the characters, performing repetitious experiments, and interpreting the main part of the games associated with environmental effect in real life (putra & iqbal, 2016). conclusion based on the result and data analysis, the android-based kimi kimo adventure game is appropriate to use as a learning media on chemical bonds. the result of validity of the kimi kimo adventure game which is consisting the content validity is 87% which is very valid and the construct validity is 83.86% which is very valid. it means that this game is valid and proper to use as a learning media. the practicality of the kimi kimo adventure game consisting of the observation result of student activities is 93.38% which is very practical and the results of the response questionnaire are 94% which is very practical. it means that using this game as a learning media in chemical bonding material makes the students’ learning activities very active. the effectiveness of kimi kimo adventure game consists of the value of students’ learning outcomes with the classical completeness at the pretest is 11.11%, while in the posttest reaches 100%. it means the kimi kimo adventure game as a learning media can increase the students’ learning outcomes which means the game that has been developed is very effective for use as learning media on chemical bonds. references anisa, . 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(2013). pengembangan media permainan 7 icon chemistry pada materi pokok ikatan kimia untuk meningkatkan hasil belajar siswa kelas x sma 2. unesa journal of chemical education, 98-102. international journal of active learning 7 (1) (2022) 69 7 (1) (2022) 69-76 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal laboratory course during pandemic covid-19: do lab at home to promote creative thinking skill siti herlina dewi, sudarmin, sri haryani, triastuti sulistyaningsih universitas negeri semarang, indonesia article info ____________________ keywords: do lab at home, creative thinking skill, laboratory course, and project based learning _________________________ abstract ___________________________________________________________________ during online learning, students are generally asked to study practicum procedures that have been provided by the lecturer, then they are given raw data from practicum results in the previous semester for analysis and preparation of practicum reports. another method used is to provide demonstration videos or use digital applications such as virtual labs. in general, students can attend lectures smoothly and well, but many also say that this method is boring because there is almost no difference with theoretical classes. the object of the research is second semester chemistry students, which consists of 1 class of chemistry program and 1 class of chemistry education program. the research begins with a pretest, then students carry out the planned learning, then ends with a posttest and filling out a questionnaire. the project in the do lab at home practicum is specified to titrate a solution of vinegar with a solution of baking soda or vice versa. each student prepares a buffer solution with various ph according to the instructions of subproject 1, makes an acid-base indicator solution from natural materials according to the instructions of sub-project 3, and determines the rgb ratio of a buffer solution that has been given a natural acid-base indicator using the instructions of the sub-project. in quantity, all students upload practicum videos, with a duration ranging from 8-15 minutes. based on the results of the practicum videos uploaded by students, the first creativity that can be seen immediately is the composition of video editing, such as sound quality, image quality, and the addition of information in the video. in this study, in general, it can be said that students are in the development stage for the fluency-brainstorming indicator. just like fluency indicators, flexibility indicators are also generally still in the developing stage, they still need help in taking new perspectives. making videos, although not the main product, can train students' skills, including creative thinking. in detail, risk taking indicators are further divided into 2, namely risk taking-1 and risk taking-2. most of the students are at the developing level for the risk taking-1 indicator. p-issn 2528-505x e-issn 2615-6377 international journal of active learning 7 (1) (2022) 70 introduction since the beginning of 2020, almost all higher education institutions have been forced to implement distance learning due to the covid-19 pandemic. at semarang state university, this has been in effect since march 2020, or the third week of odd semester lectures in 2020/2021. in that semester, both lecturers and students were still adapting to sudden changes so that lectures were not optimal. then in the next semester (even semester 2020/2021), lecturers and students are better prepared to carry out online learning. chemistry 1 practicum course is one of the subjects that must be followed by second semester students in the 2020/2021 even semester. this course is designed for 16 meetings with 13 materials. chemistry 1 practicum is a general (basic) chemistry practicum so that most of the materials provided are still verification. even so, almost every material has a special project for students to work on. during online learning, students are generally asked to study practicum procedures that have been provided by the lecturer, then they are given raw data from practicum results in the previous semester for analysis and preparation of practicum reports.(agung tri prasetya et al., 2021; simon et al., 2021; soong et al., 2021). another method used is to provide demonstration videos or use digital applications such as virtual labs (caruana et al., 2020). demonstration videos can be taken from the internet or made by a team of lecturers, while the digital application used is an application that can be downloaded for free. in addition, you can also use virtual reality or augmented reality (clark et al., 2016; dabrowski & manson mcmanamy, 2021; deckert et al., 1998; early & lasker, 2018). the laboratory has not been able to provide this technology due to limited resources. in general, students can attend lectures smoothly and well, but many also say that this method is boring because there is almost no difference with theoretical classes. in addition, there are some things that cannot be achieved with this method, especially regarding laboratory skills. laboratory skills for chemistry students are inseparable. chemistry 1 practicum is still verification because its main objective is to equalize perception and knowledge, especially related to laboratories. experience working in a wet laboratory is fundamental, considering that the materials in the chemical laboratory are hazardous and toxic materials. based on this description, in this study, a practicum method was carried out by utilizing existing tools around the house, hereinafter referred to as the do lab at home method. this do lab at home method is inspired by andrews. research (andrews et al., 2020a) with slight modifications to suit the material in the 1st chemistry practicum course. method this research is a mix method research with exploratory sequential design method (creswell & creswell, 2018). the research is limited to acid-base material (alkalimetric acid titration), conducted in the even semester of 2020/2021. the object of the research is second semester chemistry students, which consists of 1 class of chemistry program (class a) and 1 class of chemistry education program (class b). the research begins with a pretest, then students carry out the planned learning, then ends with a posttest and filling out a questionnaire. data collection took 4 weeks, apart from data preparation and analysis. results and discussion the project in the do lab at home practicum is specified to titrate a solution of vinegar with a solution of baking soda or vice versa. each student prepares a buffer solution with various ph according to the instructions of sub-project 1, makes an acid-base indicator solution from natural materials according to the instructions of sub-project 3, and determines the rgb ratio of a buffer solution that has been given a natural acid-base indicator international journal of active learning 7 (1) (2022) 71 using the instructions of the sub-project. 2. from this activity, calibration curve data will be obtained, namely the rgb ratio of natural acid-base indicators at various phs. this will be applied to the titration process, by comparing the color of the solution in the titration results and the color of the calibration curve. project based learning were chosen because it is the most suitable for online laboratory course and it could accommodate students thinking skills (4c skills) (a. t. prasetya et al., 2020, 2019; a t prasetya et al., 2020; sudarmin et al., 2019, 2019). in quantity, all students upload practicum videos, with a duration ranging from 8-15 minutes. after observing, for class a, there was no coordination between students regarding data sharing, they simply practiced making a buffer solution from a mixture of vinegar and baking soda and tested the acid-base indicator. for example, for group 1, there are those who use purple cabbage as an indicator of the same base, there are also those who use hibiscus flowers. within one group the use of indicators alone is different. in general, making a baking soda solution using a tablespoon for class a, then dissolved in ice water. this is done to approach the assumption of a baking soda solubility of 6.9 g/100 g water at 0(andrews et al., 2020a). however, there are also those who actually practice making a baking soda solution until it is saturated in ice water, then filtered to get a properly saturated baking soda solution (figure 1). while the vinegar solution is obtained by dissolving vinegar from the packaging directly, assuming the levels on the label match the actual levels. there are several recommended brands of vinegar based on the results of previous practicums related to the identification of vinegar on the market. source: research documentation figure 1. making a solution of baking soda the acid-base indicators of the natural ingredients used are quite diverse, such as purple cabbage extract, turmeric, hibiscus flower, and dragon fruit. the use of these natural ingredients has been widely researched and is commonly used as an indicator of natural acid-base(andrews et al., 2020b; caraballo et al., 2021; fortman & stubbs, 1992; linder et al., 2019; symcox, 2013). the determination of the r:g:b ratio was also in accordance with the procedure developed in phase 1. for group 1 class a, some decided to use the colormeter free application (figure 2). rgb measurements are strongly influenced by image quality and the position of placing the measurement point, so measurements with different devices, places, and times are likely to produce different data even though the object taken is the same. the application of analysis using rgb data has also been carried out quite a lot, especially since the covid-19 pandemic (andrews et al., 2020b; cannon & ong, 2013; caraballo et al., 2021; agung tri prasetya et al., 2021) international journal of active learning 7 (1) (2022) 72 source: research documentation figure 2. rgb measurement process based on the results of the practicum, class a did not meet expectations, because the project was only carried out to determine the route of the acid-base indicator from natural materials. each group member tried the analysis at a different ph, then the data were combined to create a calibration curve. this was due to the limitations of project implementation and unclear instructions. at least every student has practiced it directly and deserves to be appreciated considering the existing limitations. in addition, this activity also received quite a positive response even though it was carried out at home and using simple equipment. the results of the project implementation in class b were better than those in class a, because they also carried out the acid-base titration process even though they used an injection or a dropper instead of a burette. one of the results of making a calibration curve, shown in figure 3, is a graph between rgb values at various ph’s. after that, a titration demonstration was carried out to compare the results of calculations and experiments. one of the indicators used is turmeric extract. a total of 20 ml of the vinegar solution is titrated with the baking soda solution. based on the calculations, the equivalence point should have been with the addition of 12 ml of baking soda solution (approximately ph 9), but it took 14 ml to reach ph 9 based on the calibration curve. the difference in results is due to several factors, for example the use of measuring instruments that are less precise, and the calibration curve is inaccurate. measurement of the color spectrum with the rgb analysis method is strongly influenced by the image/photo taken. differences in light intensity and image position will result in different rgb ratios. therefore, this method is referred to as the semi-quantitative analysis method. source: research documentation figure 3. example of rgb analysis results from turmeric indicators at various ph values (student work) in general, the projects given to students in this study did require students' creativity, because they had to do analytical chemistry practicum even though it was done at home. the analysis of creative thinking skills as a international journal of active learning 7 (1) (2022) 73 learning process in this research is carried out qualitatively based on the rubric created. slightly different from creative thinking indicators in general, there are 7 indicators of creative thinking skills that are used to analyze the learning process. the rubrics are obtained from the irubric project (table 1). each indicator is divided into 4 levels, namely a) beginning/beginner, b) developing/development, c) proficient/expert, and d) exemplary/exemplary (ellianawati et al., 2020; at prasetya et al., 2020; at prasetya et al., 2020; solving, 2018). based on the results of the practicum videos uploaded by students, the first creativity that can be seen immediately is the composition of video editing, such as sound quality, image quality, and the addition of information in the video. although this is included in the assessment, it is only an additional assessment because creativity is very dependent on individual tastes and the availability of facilities and infrastructure. therefore, creativity assessment is carried out more systematically using creative thinking indicators. 1. fluency-brainstorming and fluency-possible solution the fluency-brainstorming indicator shows how many ideas come up (in quantity) from students. ideas in this context are still general in nature, both in terms of project content and technical implementation. in this study, in general, all students contributed at least 1 time giving an idea to the project they were working on. this is fulfilled because indeed in the given project, each student is required to provide ideas or suggestions for problem solving. when face-to-face synchronously (video conference), only a few students can give some ideas directly with the guidance of the lecturer. based on these results, it can be said that students are in the development stage for the fluency-brainstorming indicator. this is probably because students are not used to expressing ideas or opinions in front of lecturers comfortably, especially the implementation of online learning causes class conditioning to be less than optimal. some students turn off the camera during the discussion citing the weak internet signal. regardless of whether it is true or not, the lecturer cannot 100% ensure that the student pays attention or not during the discussion. in general, the indicator displays several possible solutions to the problems at hand or fluency-possible solutions, which are at the developing level. that is, most students try to think of more than one possible solution or approach to the problem at hand. two to three students have been able to evaluate it and determine the best solution (at the proficient level). 2. flexibility the flexibility referred to in the creative thinking indicator is the ability to take different points of view on a problem. just like fluency indicators, flexibility indicators are also generally still in the developing stage, they still need help in taking new perspectives. for example, in the sub-project for making buffer solutions, students were immediately confused about how to weigh baking soda solids even though there was no analytical balance at home. through discussion and information seeking, they can come up with various alternative solutions to these problems. 3. originality the indicator of authenticity is seen from the level of novelty and uniqueness of ideas, responses, and forms of solutions that students put forward. in general, the ideas they convey are predictable and still conventional. although there are some who propose unique ideas such as using concepts in physics to make mathematical balances in grams. although in the end the idea was not implemented due to various factors, especially time constraints. 4. elaboration in general, elaboration indicators can be said to be at the proficient/expert level, meaning that students can develop and add details to the projects they are doing. this is especially evident in project implementation. in addition, the elaboration indicator can also be seen in the results of the videos made. making videos, although not the main product, can train students' skills, including creative thinking. international journal of active learning 7 (1) (2022) 74 5. risk taking/ risk taking in detail, risk taking indicators are further divided into 2, namely risk taking-1 and risk taking-2. the second difference is that risk-taking-1 observes the ability to face fear of embarrassment or rejection, while risktaking-2 observes how strictly you follow a predetermined procedure. most of the students are at the developing level for the risk taking-1 indicator. they avoid things they know will be potentially wrong or difficult to do, fearing rejection by their lecturers or friends. the risk taking-2 indicator is generally at the exemplary level, meaning that they carry out the project based on the agreed procedure. source:https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=vxxwb8x& figure 4. creative thinking skills assessment rubric international journal of active learning 7 (1) (2022) 75 the project was design using tools and materials at student’s living environment, beside it could help improve creative thinking skill, it is also could help them to apply green chemistry principle. they apply use save material (food grade and nature material), and minimalize waste by using accurate calculation before practice. green chemistry has been a concern of scientists for a long time. many studies have developed methods and materials to comply with the principles of green chemistry, for example the development of new materials that can decompose quickly, and the discovery of renewable energy sources. green chemistry is also applied by science teachers so that students know and apply the principles of green chemistry. green chemistry also help student to improve their thinking system, included creative thinking skill (e. haryani et al., 2021; s. haryani et al., 2019; sudarmin et al., 2019, 2019). conclusion based on the results of the study, it can be concluded that the application of a do lab at home practicum can accommodate creative thinking skills. in general, the students' creative thinking skills in this study were at the developer level. further research is needed, especially quantitative research so that the resulting data is more systematic and objective. in addition, it is also necessary to develop home lab activities for other materials in order to increase the variety of learning. references andrews, j. l., de los rios, j. p., rayaluru, m., lee, s., mai, l., schusser, a., & mak, c. h. 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(2013). using food to stimulate interest in the chemistry classroom. 1130. https://doi.org/10.1021/bk-20131130 attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55c61edf206d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 100 6 (2) (2021) 100-110 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal exploring source of self-efficacy of informatics and computer engineering teacher education students during their teaching practicum rus indah sari, krismiyati* universitas kristen satya wacana, indonesia article info ____________________ keywords: self-efficacy, student teacher, source of selfefficacy, mastery experience, teaching practicum, verbal persuasion, emotional arousal, vicarious experience _________________________ abstract ___________________________________________________________________ self-efficacy is one of the important aspects for teacher education students. high self-efficacy helps them to be more confident in doing their teaching practices. this can also affect their future performance as pre-service teachers, especially in the ict field. in order to understand their self-efficacy, it is necessary to explore the source of self-efficacy thoroughly. this study aims to explore the sources of self-efficacy of ict teacher -education students of information and computer engineering education at a private university in salatiga who have completed their teaching practicum program. this study employs qualitative methods, and uses interviews for data collection. this involves 10 student teachers as participants. the results of the study describe the sources of self-efficacy of the student teachers. it identifies four sources of self-efficacy, they are mastery experience, vicarious experience, verbal persuasion and emotional arousal. the results show that the four main sources studied in this study contributed a lot in increasing the self-efficacy of the ict student teachers. finally, this study offers recommendations for further research. *correspondence address: e-mail: krismiyati.krismiyati@uksw.edu p-issn 2528-505x e-issn 2615-6377 rus indah sari et al. / international journal of active learning 6 (2) (2021) 100-110 101 introduction based on the indonesian government regulation, teachers are defined as professional are professional educators with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating students in early childhood education through formal education, basic education, and secondary education. in order to perform those tasks, teachers are are required to have academic qualifications, competencies, educator certificates, physically and mentally healthy, and have the ability to realize national education goals."(peraturan pemerintah republik indonesia no. 74 tahun 2008 ,uu no. 14 tahun 2005) ict student teachers are also prepared to become educators in their field. the teaching practice program is one way to equip and train them with the necessary skills. their experience during their teaching practices in a way shape or affect their self-efficacy in their field. (dewanto, 2018). before those students teachers carry out their tasks in the real world situation, they need to have „readiness‟ to be a teacher (arifin, putro, & putranto, 2014). further they mention that one‟s readiness could be influenced by their selfefficacy. self-efficacy as described by bandura, is how someone have the believe that he or she is capable of coping with any situation and result in a positive action. self-efficacy is closely related to motivation to succeed; the higher the self-efficacy the stronger the encouragement to complete any given tasks (al-awidi & alghazo, 2012) the ict students teachers should have high level of self-efficacy so that they could to cope with any situation in their duty (arifin et al., 2014). high level of self-efficacy usually calms someone in performing their difficult tasks (mukhid, 2018) including in their teaching tasks. bandura (1977) contends that self-efficacy is a person's consideration of his ability to plan and carry out actions to achieve certain goals. the principle applies in teaching, teachers‟ self efficacy bring positive impacts towards their students and themselves. (adirestuty, 2017). self-efficacy will also help teachers in their work, as contended schwarzer and hallum it is a personal factor that can protect oneself from stressful experiences at work ((puspitasari & handayani, 2014). gibson & dembo state that teacher self-efficacy as a teacher's belief in making positive changes that affect student behavior and learning outcomes. teachers who have self-efficacy believe that they can motivate students' learning, and can have a positive influence on their learning environment so as to improve students' academic development. as their self efficacy influence how they plan their teaching and learning activities (pajares, 1996) in order to be able to enhance selfefficacy, it is important to understand the source of self-efficacy (al-awidi & alghazo, 2012). there are four sources of self-efficacy as identified by bandura. they are mastery experience, vicarious experience, verbal persuasion and emotional arousal (bandura, 1986). according to bandura, self-efficacy is what people believe to control their function and their surrounding environment (bandura, 1977). it is their belief about their success in performing any task. apart from influencing individual‟s motivation, self-efficacy impacts on people‟s decision making to succeed. it includes predicting anything that might come up. selfefficacy enables individual to be able to complete their task when they believe that they can accomplish it. high self-efficacy in determining their effort in dealing with difficult situations, so that they could be more persistent in their efforts to complete tasks that were previously perceived as threats. individual with high self-efficacy will view a difficult task as a challenge that they must master rather than seeing it as a threat to be avoided(mukhid, 2018). source of self-efficacy there are four sources of self-efficacy as identified by bandura (bandura, 1986). alawidi & alghazo (2012) contends that selfefficacy theory by bandura has given a comprehensive framework for the sources of rus indah sari et al. / international journal of active learning 6 (2) (2021) 100-110 102 self-for researchers. the first source of selfefficacy is mastery experience. mastery experience is defined as a person's interpretation of previous experiences, authentic experiences of doing particular tasks (bandura, 1986). he further describes that a successful mastery experience will enhance one's self-efficacy, meanwhile an unsuccessful might lower his/her self-efficacy. a repeated success could impact selfefficacy positively. it applies for the student teacher while they are on their teaching practicum program. when they have the experience of succeeding in performing their tasks and successfully doing them repeatedly, it could enhance their self-efficacy. student teachers, when they manage the class well, have an effective teaching and learning activity, then they will feel more confident to have their coming classes. this might increase their selfefficacy. the second source of self-efficacy is vicarious experience (bandura, 1986). it is the second most powerful source of self-efficacy, where an individual estimates his or her own abilities in relation to the performance of others. it is the experience that the individual has seeing their colleagues are successful in performing their task, it encourages those individuals to be able to accomplish similar task. in pre-service teacher‟s context, it is seeing their peers, their supervisors, or their co-teachers are successful in performing their tasks (al-awidi & alghazo, 2012). similar thing applies to the student teachers in their teaching practicum, when they observe that other teachers or friends are successful in performing their task, it encourages them to think that they could perform similarly. the third source of self-efficacy is verbal persuasion. bandura (1986) explains that this particular source of self-efficacy is derived from social persuasion. being verbally and personally persuaded that he/she has the ability to complete a particular given task, it leads him/her to believe that he or she could complete the task well. besides, he or she will put more effort in order to complete the given task, even though it might be a difficult task. for example, a teacher is being persuaded to confidently teach, it is likely to enhance his or her selfefficacy. bandura (1977) states that this source is related to encouragement or despair. in this case positive persuasion will encourage self-efficacy and increase it, while negative persuasion will have a negative impact and can reduce selfefficacy values. similarly, when the student teachers are encouraged by their fellow students teachers, they will be able to carry out the teaching and learning activity, then this can increase their confidence in teaching and vice versa, when there is negative talk, it will have a negative influence and can reduce their confidence the last source of self-efficacy is emotional arousal. it describes individual‟s emotional and psychological states (bandura, 1986). further he explains that individual mood, stress, fatigue, pain, anxiety, are also assumed to inform self-efficacy beliefs. strong emotional arousal can signal expected success or failure. in general, it can be concluded that positive emotions make individuals feel more confident and competent, and conversely negative feelings such as stress, fear, anxiety, and depression can reduce self-efficacy expectations (ibid). those responses influence self-efficacy because individual emotions affect their decision making. positive feelings will bring thoughts to his past achievements, while negative feelings will bring thoughts to his past failures. thus, emotional arousal also affects the level of selfefficacy, where positive reactions will increase self-efficacy, and negative reactions will reduce self-efficacy values. for example, when someone is happy and confident in doing their job, they will find it easier to deal with difficult tasks. conversely, when they feel anxious and worried, they will find it difficult to deal with the given task. another example, when students feel happy and confident when they carry out their teaching and learning activity, they will be able to manage the class and carry out the tasks well. on the contrary, when a student feels anxious and worried, then they will have difficulty in dealing with situations and circumstances in the rus indah sari et al. / international journal of active learning 6 (2) (2021) 100-110 103 classroom. it results in an ineffective teaching and learning activity. this study aims to explore the sources of self-efficacy of student teachers, majoring in informatics and computer engineering who have done their teaching practicum. to be specific, this study tries to answer the research question “what are the sources of self -efficacy of informatics and computer engineering student teachers? the role of teachers in education is very important in the success of students‟learning. therefore, it is important for teachers to have high self-efficacy in order to help them achieving the goal. as previously explained, self-efficacy could increase the confidence of prospective teachers, when they join the education world. in order to increase and develop this selfconfidence, it is necessary to explore the sources of their self-efficacy. this study was conducted to find out more about the sources of selfefficacy of the students-teachers. there has been a lot of studies that contribute to the understanding issues in relation to teachers (al-awidi & alghazo, 2012; arifin et al., 2014; krismiyati, tupessy, & yulia, 2020; pujaningsih & ambarwati, 2020; sariningsih & purwasih, 2017; wigati, 2018). however, selfefficacy‟s sources have not been much explored especially in indonesian context, especially in central java. to develop one‟s self-efficacy, it is essential to understand its sources, so that it can obtain a clearer depiction of which sources should be exploited to increase teacher‟s selfefficacy. hopefully, this study could inform the prospective informatics and computer engineering teachers to develop their selfefficacy based on what they might lack of. methods this study employed qualitative data analysis methods. the study was carried out for approximately 6 months. it started in september 2020 until april 2021. the subjects of the study were informatics and computer engineering education student teachers who had carried out teaching practicum / ppl (field experience programsteaching practicum program hereafter) in 2019-2020 academic year. it tried to obtain the most recent data concerning in which semester the students were doing their teaching practicum. there were 10 student teachers involved in this study; 3 male and 7 female students. the student teacher involved in this study were the students of computer and informatics engineering in a private university in central java. they have done their two semesters of teaching practicum. they taught various courses related to information and technology in several schools. the courses they taught are digital simulation, basic programming, computer system, audio video, basic graphic design, basic computer and network and ict. for the data collection, it employed interview. several questions were asked during the interview to address the research question posed for this study; what are the sources of student teachers‟ self-efficacy. before they were interviewed, the participants were briefed with the four sources of self-efficacy. after making sure that all the participants understood the idea of self-efficacy and its sources, they were asked accordingly. it used open ended questions related to mastery experience, vicarious experience, verbal persuasion, and emotional arousal. there were times when the researcher improvised the question based on the given answer when needed. this study used qualitative analysis in order to get a deeper understanding of the participants‟ sources of self-efficacy. the study employed 3 steps of data analysis, starting from data reduction, data presentation and data verification. firstly, it was data reduction. in this step, all the data were classified based on theme and category (rijali, 2019). the data obtained from the interview were then classified into category based on the sources of selfefficacy. the coding used in this study was both literature and data driven. the data were transcribed manually and compiled into spreadsheet for the easiness in moving around for data reduction purpose. once the data were rus indah sari et al. / international journal of active learning 6 (2) (2021) 100-110 104 classified, the ones that were not belong to any categories could be removed. the category used were mastery experience, vicarious experience, verbal persuasion and emotional arousal, there were also some sub categories emerged from each category based on the data. therefore, the coding was also data driven. it used words that could fall into previously categories determined based on the literature. once all the data were classified, the data was summed up into a table identifying which participant talked about the category. it helped in the presentation stage in which corresponding data would be quoted accordingly in the discussion section. the last step is looking across the summary made in previous step to synthesize the findings and present it in discussion. figure 1. example of data presentation result and discussion this section describes the results of the study and its discussion. this explored the four sources of self -efficacy. the first one is mastery experience. it discusses the experiences influence the confidence of student teachers in their teaching practicum. the second one is vicarious experience. this study examines who influences students' self-confidence during teaching practice, and how that person affects their selfconfidence related to their vicarious experience. the third one is verbal persuasion. this source looks at how people affect their self-efficacy in relation to the verbal persuasion they experience during the teaching practicum program. the last one is emotional arousal. this study examines the feelings they experience during their teaching practicum and how their emotional might impact towards their performance and finally influence their self-efficacy. mastery experience the result of the study showed that experiences influenced student-teachers‟ confidence during their teaching practicum program. they were student enthusiasm, good communication between students and teachers, students and teachers, and teachers‟ support, this fell into external factor category. in addition, internal factors influenced the level of student self-confidence in their teaching. they were selfcontrol, material mastery and class mastery. these contributed to their self-efficacy in carrying out their teaching task. the external factors played quite a big role in influencing their self-efficacy. the results described that student‟s enthusiasm was a factor that most influenced their self-efficacy during their teaching practicum. three participants mentioned that students‟ enthusiasm impacted their self confidence. they explained that enthusiasm of the students created a pleasant classroom atmosphere that made them more comfortable and confident in their teaching. benar selama ppl saya sudah sering mendapatkan pengalaman yang dapat meningkatkan kepercayaan diri dalam mengajar contohnya waktu saya mengajar di salah satu kelas yang sudah bosan dengan kelas yg seperti biasa lalu saya ajak untuk mengikuti kelas di luar seperti kelas alam dan siswa pun merasa antusias sekali, itu lah yang membuat kepercayaan diri semakin bertambah” (p1). true, during my teaching practicum, i often had experiences that can increase my confidence in teaching, for example, when i was teaching in one of the classes (in which the students) were bored with the usual class, then i asked them to have outdoor class the students felt very enthusiastic, that's what made selfconfidence increase” (p1 translated) in addition, this study also showed that good communication between student teachers who were doing their teaching practicum affected their level of confidence. three participants stated that stated that good rus indah sari et al. / international journal of active learning 6 (2) (2021) 100-110 105 communication was very influential. it helped them in solving any problems they experienced during teaching practice. through this communication they could share experiences and got useful suggestions to improve their performance and finally it impacted their selfefficacy. ya, selama ppl saya sangat merasakan peningkatan dalam kepercayaan diri. contohnya saat melakukan mengajar saya lebih percaya diri di depan kelas karena banyak berkomunikasi dengan siswa membuat saya lebih percaya diri, lebih percaya diri saat berkomunikasi dengan guru-guru tetap disekolah tersebut (p 4). yes, during ppl (teaching practicum) i really felt an increase in self-confidence. for example, when i teach, i was more confident in front of the class because i communicated a lot with students, which made me more confident, more confident when communicating with the permanent teachers at the school. (p4 translated) good communication among student teachers in their teaching practicum could influence their confidence. this communication played an important role in the relationship between student and teachers. such communication could help teachers in delivering the material, motivating students to study hard, and creating good relationships that eventually would bring impacts towards the teaching and learning process. when the learning process went well, it motivated the student teachers that they were able to perform their task well. another factor that contributed to their self-efficacy for the student teachers during their practicum were the support they got from the inservice teachers. they were like sharing the teaching materials, any encouragement, and suggestion on how to teach. one participant mentioned the following: ketika ada guru yang memberi support, support ini bisa berupa makanan, materi ajar, dan cara cara mengajar yang sesuai dengan siswa di sekolah tersebut (p5) when there were teachers who provided support, this support can be food, teaching materials, and teaching methods that were suitable for students at the school (p5 translated) apart form external factor, what comes from the inside of the teachers, the internal, played an important role in student teachers‟ self-efficacy, as described by the following participant, iya, saya memiliki, contohnya adalah saya bisa tenang dalam menyampaikan materi, melontarkan sesekali candaan untuk mencairkan suasana.” (p6). yes, i had, for example was i could be calm in delivering the material, throwing jokes once in a while to lighten the mood (p6 translated) moreover, the mastery of the material and class management were also important. it was one of the standard competencies required from a teacher. this competency would enable student teachers to be more confident and created a more conducive classroom atmosphere becomes more conducive so that learning objectives can be achieved. beside experiences that increased student teacher‟s self-efficacy, there were also experiences that did quite the opposite; they made them to be unconfident. there were eight participants who had these experiences. those experiences included lack of mastery of the material, unfamiliar material, lack of teaching experience, active and critical students, lack of self-preparation, and not understanding the characteristics of each student. as noted, mastery of the material could influence students teachers‟ confidence. one of the participants said, hal yang membuat saya tidak percaya diri apabila saya merasa kurang memahami materi sehingga saya menjadi ragu pada materi yang saya ajar (p8). the thing that made me not confident if i felt that i ddn't understand the material so that i became doubtful about the material i taught (p8 translated) the statement showed that the student teacher in this study felt that mastering the material contribute to his self-efficacy, because it made him not so confident when he was not mastering the material well. rus indah sari et al. / international journal of active learning 6 (2) (2021) 100-110 106 another experience that affected student teachers‟ self-efficacy during their teaching practicum was their lack of teaching experience. the more teaching experience they had, the more confident they were in their teaching. it is important for the teachers to have these teaching experiences because it reflected their professional performance. the student teachers in this study felt that they were still lack of this teaching experience which in turn affected their confidence. once they completed the teaching practicum program, they felt more confident and it impacted their self-efficacy. not knowing and understanding the characteristics of the students they were teaching also contributed to their confidence. it made them not so confidence knowing that they did not know much about their students at the start of their teaching practicum program. an interesting fact though, having active and critical students turned out to be a disadvantage for the student teachers in this study. they felt that they were not confident. it might be related to the fact that they felt they lack of teaching experience. iya, saya memiliki. dikarenakan saya ppl di smk 3 atau yang sering disebut dengan stm, memiliki karakteristik siswa yang aktif dan kritis membuat saya tidak percaya diri untuk mengajar atau menyampaikan materi di sekolah tersebut. (.6) yes, i had. it was because i did the ppl (teaching practicum) at smk 3, it was known as stm (highschool for engineering), its students characteristic were active and critical. it made me not confident to teach or deliver any material in that school. (p6 translated) beside understanding the characteristic of the students, student teachers‟ confidence was also influenced by their teaching preparation. when the student teachers had a good teaching preparation, it was likely that they would be confident in delivering the teaching and learning activity. on the contrary, when they were lack of preparation, they tend to be not confident and they felt that they could not deliver the lesson well. ada, ketika saya kurang persiapan saat mengajar saya jadi sedikit bingung menghadapi situasi kelas, sehingga materi yang saya sampaikan jadi tidak maksimal. (p1) there was, when i when i was not prepared when i taught, i was a little bit confused in dealing with class situations, so the material i delivered was not optimal. (p1 translated) the student teachers in this study described some things to anticipate of what might happen such as trying to understand the material and be well prepared for the teaching, sharing with their peers about their teaching experience during the program and learning from in service teachers in the school in which they did their teaching practicum program. besides, understanding and knowing the characteristic of each student and having a positive thinking helped them too. mastery experience indeed served as one of the sources of self-efficacy for student teachers in this study. it helped to enhance their self-efficacy and the experience they obtained during their teaching practicum would be useful in their future task as in service teachers when they completed their education (sa‟pang & purbojo, 2020). vicarious experience the third source of student teacher‟s selfefficacy was from their vicarious experience. this experience they obtained when they observed the people in their surroundings. when the student teachers were at schools doing their teaching practicum, they saw what happened around them in their day-to-day activity including how their peers were successful in performing their tasks. observing and seeing that their peers or colleagues succeeded it suggested them that they could perform similarly, in a sense that they could be successful too. it made them think that it was possible for them to successfully accomplish the task assigned to them. the experience that they saw through their peers indeed affected their confidence in performing their tasks (bandura, 2006). in this student teachers‟ context, they also considered the experience of their supervisors (school teachers who supervised during their rus indah sari et al. / international journal of active learning 6 (2) (2021) 100-110 107 teaching practicum) to a great contribution towards their self-efficacy. when they knew that their supervisors were succeeded in performing any task, it increased their confidence and motivated them to be successful to. the study showed that there 9 participants contended that peer‟s experience to have impacted on their selfefficacy, and 3 participants claimed that their supervisors‟ experience influenced their selfefficacy. seeing how people in their surrounding were successful encouraged their desire to be successful too (mukhid, 2018). this also applied to the student teachers in this study. when they saw that their peers were able to teach and deliver the lesson successfully, it encouraged them accomplish similarly. selama ppl saya banyak belajar dari mereka. semangat mereka meyakinkan saya bahwa saya bisa jadi sehebat mereka, karena ada beberapa teman yang lebih dulu ppl disana mereka punya pengalaman yang lebih banyak, jadi saya bisa belajar dari mereka. mereka sangat baik dalam mengendalikan kelas masing-masing, penyampaian materi juga bagus, saya jadi termotivasi.(p1). during my teaching practicum (ppl) i learned from them. their enthusiasm convinced me that i could be as good as them, because there were some friends who did their teaching practicum there (at the same school) had more experience. i could learn from them. they were good at controlling their classes, they were also good at delivering the material, i was motivated (p1 translated) likewise, when the student teachers knew teachers who could perform well, it encouraged them to work better. dia selalu memberikan contoh yang baik ketika dikelas, cara mengajarnya sangat bagus, sehingga murid-murid juga cepat mengerti tentang materi yang beliau sampaikan. dari situ saya banyak belajar untuk bisa seperti beliau.” (p. 10). he always sets a good example in class, his teaching method is very good, so the students also quickly understand the material that he teaches. from there i learned a lot to be like him (p 10 translated) student teachers vicarious experience enabled them to increase their self-efficacy when they knew that their peers or colleagues have successfully carried out their tasks. they would feel that their peers‟ successes were also theirs, therefore it affected their self-efficacy. verbal persuasion verbal persuasion might come from the encouragement of the surrounding people. the persuasion were usually words that suggested or arouse people to able to complete any given tasks. this study tried to explore any verbal persuasion that might be the source of the student teacher‟s self-efficacy. the verbal persuasion that these student teachers had were from their surroundings at schools such as their peers (other student teachers who did the teaching practicum at their school), the teacher supervisor, and the in-service teachers at their teaching practicum school. there were five students teacher described that motivation and suggestion from other student teachers influenced their self-efficacy. two student teachers explained that motivation and suggestion they got from the teacher supervisor affected their self-efficacy. one student teacher contended that any motivation they got from their peers, teacher supervisor and other in-service teachers did affect his selfefficacy. those encouragement and suggestion helped the student teachers to boost their spirit in accomplishing the task. this study suggested that motivation and suggestion from the peers seemed to be the highest source of self-efficacy in verbal persuasion category. there were eight student teachers who described this as the dominant factor in terms of verbal persuasion. mereka sangat berpengaruh bagi saya karena mereka yang selalu memberikan motivasi-motivasi untuk saya kedepannya, mereka memberikan masukan agar saya lebih baik dalam mengajar (p4). they were very influential to me because they always provide motivation for me in the future, they provide input so that i could be better at teaching (p4 translated) rus indah sari et al. / international journal of active learning 6 (2) (2021) 100-110 108 the motivation that the student teachers got during their teaching practicum program were usually words or encouragement saying that they would definitely be able to teach well, like stated by one of the student teacher below. beliau terus memotivasi saya dalam hal mengajar dan penguasaan kelas. ada kata-kata beliau yang saya masih ingat 'kamu guru mereka siswa'. meskipun masih ppl saya tetaplah guru yang mendidik mereka. mereka selalu bilang 'kalau kamu mau kamu pasti bisa! (p10). he kept motivating me in terms of teaching and class management. there were words from him that i still remembered 'you are the teacher, they are the students'. even though i was still a student teacher, i was the teacher who educated the students. they always say 'if you want you can do it! (p10 translated) verbal persuasion could increase individual‟s self-efficacy. it enabled them to try more persistently in achieving a success. with verbal persuasion, students teachers became more confident in facing and completing assignments, even the difficult ones. emotional arousal individual‟s emotion also affected their level of self-efficacy. positive emotions will make them feel more competent, while negative emotions will do the contrary on their selfefficacy (al-awidi & alghazo, 2012; bandura, 1977). this study has explored the student teacher‟s emotion that contribute to enhancing their self-efficacy. the first emotion was happy feeling. the student teachers were happy because during their teaching practicum program they get a lot of new experiences in teaching. they got to know the school environment and how to control themselves. the second was sad feeling. they felt this when they have failed in teaching and failed to control the class. the third was nervous feeling. this feeling was caused by their low confidence and lack of preparation in teaching. the data was summed up in the following table. all of the student teachers in this study stated that their emotion during their teaching practicum influenced their performance as explained by al-awidi & alghazo in their study (2012). this supported what they claimed that emotion or positive feelings would bring positive impacts towards the performance of the work of the teachers. this study showed that the positive emotion of the student teachers affected their performance, increased their confidence. it also impacted towards the classroom atmosphere and the delivery of their teaching. conversely, this study also showed that the negative emotions like sad and nervous feeling caused them to feel not confident. it then impacted the classroom atmosphere of being not conducive and the they could not control the classroom well. the nervous feeling made those student teachers not confident in delivering the teaching and learning activity. all the student teachers in this study said that they had positive emotions. these emotions brought a good influence during their teaching. however, there were four student teachers who had negative emotions; sad and nervous. these emotions gave negative influence towards their teaching activity. one of the student teachers said: ketika saya gugup, saya jadi tidak pd ketika mengajar, dan materi yang saya sampaikan pun jadi tidak tersampaikan dengan baik (p7) when i was nervous, i was not confident to teach and the material that i taught could not be well delivered. (p7 translated) positive emotions would have a positive impact, and vice versa, negative emotions would impact negatively towards their self-efficacy. as prospective educators, student teachers of informatics and computer engineering education must be able to manage emotions well so that they could have a positive influence, so that they will be able to improve their performance in teaching. the emotional intelligence to manage their emotions played an important part as the higher the emotional intelligence, the higher the self-efficacy (wigati, 2018). conclusion rus indah sari et al. / international journal of active learning 6 (2) (2021) 100-110 109 the four sources of self-efficacy were explored through the student teachers of informatics and computer engineering who had completed their teaching practicum program. the experiences that contributed to the mastery experience category were students‟ enthusiasm, good communication, self-control and classroom management during the teaching. those were the ones that enhanced their self-efficacy. the vicarious experience identified in this study were mostly from three stakeholders, other student teachers, teacher supervisor, and school‟s inservice teachers. meanhwile, the verbal persuasion obtained by the student teachers in this study were in form of motivation, encouragement or suggestion to do their best during their teaching practicum. the last source of self-efficacy was emotional arousal covering two types of emotion; positive and negative emotions. understanding the source of self-efficacy would at least help the student teachers to be able to exploit any source that could enhance their self-efficacy for their future task when they are on duty as in service teachers. a further investigation on these sources in a bigger scale in indonesian context would give a better understanding on student teachers self-efficacy. a mixed method approach between qualitative and quantitative will provide a vast data for bigger coverage and exploration that will be useful both for pre-service and in service teachers. references adirestuty, f. 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(2018). hubungan kecerdasan emosional dan kompetensi profesional dengan efikasi diri guru smp di kecamatan bandar sribhawono kabupaten lampung timur. jurnal lentera pendidikan pusat penelitian lppm um metro, vol. 3. no(1), 99–109. 24 7 (1) (2022) 24-34 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal english students’ and lecturers’ difficulties in teaching and learning of participle phrases sri haryanti*, purwo haryono, suhud eko yuwono universitas widya dharma klaten, indonesia article info ____________________ keywords: comprehending, difficulties, participle phrases _________________________ abstract ___________________________________________________________________ this research aimed at identifying and describing students’ and lecturers’ difficulties in teaching and learning of participle phrases and achieving the same perception of their difficulties in teaching and learning of participle phrases. the sources of the data are the english students and lecturers of english education study program, university of widya dharma klaten in 2021. analyzing data by descriptive qualitative method, this research found out that students have difficulty in differentiating –ing form verb as predicate, modifier, and gerund; past participle verb especially irregular verb as predicate and as modifier; irregular past participle verbs as predicate of a sentence in perfect tenses and passive voice from those which are as participle phrases. meanwhile, lecturers’ difficulties are that participle phrases have many patterns. they are patterns in active activity, passive activity, present form, perfect form, etc.; the theories of participle phrases that consist of some different concepts. therefore, the students and lecturers have the same perception that the patterns of participle phrases which are different in active and passive meaning, especially in irregular verb formation need to be got more attention; the theories of participle phrase which are complicated need to be made simple and comprehensible. *correspondence address: e-mail: haryanti.sirod@gmail.com p-issn 2528-505x e-issn 2615-6377 international journal of active learning 7 (1) (2022) 25 introduction in expressing ideas, thoughts, or feelings, people can use various kinds of sentences, such as active sentences, passive sentences, regular sentences, conditional sentences, and so on. what we need to remember is that sentences in english usually consist of a subject and a predicate (quirk and greenbaum 1976). the subject of a sentence can be in the form of words, phrases or clauses. subjects made up of words may not be that difficult to apply or identify. however, for subjects in the form of phrases it will seem difficult, especially those explained by the –ing form. when we get the ing-form verb in a sentence, we will think twice about whether this form is a present participle or a gerund, or maybe we will have another thought as to whether this form is categorized as a noun, verb, adjective or adverb. what is clear is that we might say that the form is not just a verb. this, of course, is based on the theory that the -ing form verb can turn into an adjective or adverb which is usually called a participle and a noun which is usually called a gerund. likewise, there are predicates in sentences that are formed from the verb –ing which can be combined with ‘to be’ or that is not combined with ‘to be’. those that are not combined with to be can use the infinitive and participle forms, both present and past. the participle predicate will require have/has/had depending on the time. however, participles can also stand alone as verbs which are then given the name absolute construction. is it easy to identify a participle in a sentence? to answer this question, we need to pay attention to the constructions below. (1) the children are playing football. (2) the children playing football seem happy. (3) the playing children seem happy. (4) playing football makes the children happy. (5) the children like playing football. (6) the ball played by the children is new. (7) after the children had played football, they felt tired. (8) it is nice to see the children playing football (9) played many times by the children, the ball leaked. (10) with the children playing football, you can take a rest. from the 10 sentences above the researchers can say that playing in sentence (1) combines with to be are as a verb in the present continuous tense, playing in sentences (2 and 3) is as a present participle which functions as an adjective, playing in sentences (4 and 5) is as a gerund or a nominalized verb, played in sentence (6) is a past participle as an adjective, played in sentence (7) is a verb in past perfect tense, playing in sentence (8) is as a present participle that functions as an adverb, played in sentence (9) is a past participle as an adverb, while playing in sentences (10) can be called a present participle used in absolute construction. the sentences above encourage the researchers to study the various variations of the verb – ing and verb –ed. as observers of the structure of the english language, the researchers argue that the structure of the english language is indeed complicated when compared to the structure of the indonesian language. in english, verbs can be categorized into a noun, adjective, and adverb. if we do not understand this change in word type, we will simply interpret the –ing and –ed form verbs or present participle and past participle are as just a verb. however, of course this interpretation is wrong. in this study the researchers will identify the difficulties in comprehending the -ing and –ed form verbs as participle phrase. according to (decapua 2017) a participle is derived from a verb with the –ing or –ed inflection. a participial phrase consists of a participle, either –ing or –ed, modifier(s), object(s), and/or complement(s). participial phrases function like adjectives and modify nouns or pronouns, and occasionally function as adverbs. let’s see the sentence: international journal of active learning 7 (1) (2022) 26 driving all day, tony arrived home in time for the party. here driving all day is a participial phrase modifying the noun tony, the subject of the verb arrived. participle is a non-finite verb which functions as an adjective, a word which is used to modify a noun (thomson and martinet 1970). we find participial phrases in three positions: before a main clause (initial position), after a noun phrase they are modifying (middle position), or after a main clause (final position) (frank 1972). initial position: wanting to improve her grade, the student asked the teacher for help. (modifying the student) worried about the coming snowstorm, they stocked up on apples. (modifying they) middle position: the children’s mother, insisting on their cooperation, asked them to clean their rooms. (modifying the children’s mother) the students, concerned about their grades, e-mailed the instructor. (modifying the students) final position: the neighbor noticed the tall man talking on his cell phone. (modifying the tall man) we couldn’t get out the car blocked in by a truck. (modifying the car) one of the more confusing practices in english grammar involves the use of verbals (participles, gerunds and infinitives), which are words that look like verbs but that function as nouns, adjectives, or adverbs in sentences. grammar is a set of rules that explores the forms and structures of sentences that can be used in a language (gleason and ratner, 2009: 231–269; thornbury, 1999) in (uibu and liiver 2015). the studies of acquisition of grammar have shown that one of the main preconditions for learning and mastering grammatical categories is to understand the relations between language units (saxton, 2010: 51–66; hedge, 2000; thornbury, 1999). in order to do that the acquired information must be preserved and used (skehan, 2008: 13–27). the speed and time of acquisition depend on the complexity of the language category and the frequency of its use. however, developers of native language teaching argue that by paying too much attention to teaching grammar (especially in primary schools) the development of child’ writing skills may be hindered (uusen and müürsepp, 2010: 170–184). one survey to students of saudi universities said that another notable problem that hampers their grammar learning is their lack of knowledge of the structure and functioning of the phrases and clauses in a sentence. often they don’t know the elements that determine the kind of a sentence. the conclusion of the research is that teaching grammar in the english language classrooms at the university level in saudi arabia is an extremely challenging job. the teachers are required to be highly professional and self-motivated in teaching english grammar. they can better serve the purpose of teaching english grammar by avoiding dogmatic views and introducing innovative ways out of different linguistic approaches in the classrooms (chowdhury and hasan 2014). concerning with the difficulties faced by students and lecturers, there was a study done by (al-mekhlafi and nagaratnam 2011). this study was undertaken to investigate the difficulties teachers face in teaching grammar to efl students as well as those faced by students in learning it, in the teachers' perception. based on the statements above, it is better for students to pay attention to the same forms of – ing and –ed verbs in different context in teaching and learning of participle phrases. the students and their lecturers need to have a commitment that in teaching and learning of participle phrases, both of them use their best minds and proper method. it is because teaching and learning needs a international journal of active learning 7 (1) (2022) 27 conducive academic situations where the students can get new knowledge, comprehend it easily, and express their ideas freely. whereas, the lecturers can transfer their knowledge, make the students comprehend the material well, and give the students chance to express their ideas freely. teaching cannot be defined apart from learning. natan gage (1964) noted that ‘to satisfy the practical demands of education, theories of learning must be ‘stood on their head’ so as to yield theories of teaching”. learning is acquiring or getting of knowledge of a subject or a skill by study, experience, or instruction. teaching is showing or helping someone to learn how to do something, giving instruction, guiding in the study of something, providing with knowledge, causing to know or understand (brown 1994). in this study teaching and learning means the students acquire knowledge of grammar that are helped by the lecturer by guiding them in the study, providing with knowledge, and causing them to understand grammar. this research focuses on the students’ difficulties in comprehending participle phrases. therefore, the researchers take some ideas of teaching them. according to (kawasaki 2021) when you ask your students to find the participle in a sentence, you could pre-teach a chart of possible endings that they can reference. you can also ask your students to give an example of a word for each ending, allowing for more student involvement in the grammar lesson. based on (wikihow 2019) explaining participle can be as follows: a) explain that a participle is a form of a verb, ending in “ing” or “ed.” b). explain that the use of participle is to show the action of noun and to describe or to modify noun. c) teach participial phrases, a more complicated use of the participle. d) ask the students to try changing some of the compound verb forms to participles with the objects around them. e) use a more complicated example to show how a participle can be used with other words to form a participial phrase. f) explain that there are present participles, which describe something that is going on, and past participles that describe something in the past. the researchers’ reasons for choosing the topic are that the researchers are interested in identifying students’ and lecturers’ difficulties in teaching and learning of participle phrases because they have the same form as used in another functions such as predicate, subject, or object; the students’ difficulties are very important to be known in order to be solved by the students themselves and their lecturers. the lecturers’ difficulties are also important to be known in order that both the students and lecturers have the same solution; and the teaching and learning of participle phrase will be felt easy when the students do not consider that it is difficult. the problems concerning with this research can be formulated into the following questions: what difficulties do the students and lecturers have in teaching and learning of participle phrases? and why do they have the difficulties? the researchers hope that the research will be useful for the development of english language teaching in general and particularly in teaching and learning participle phrases of english students and lecturers. besides, the students can explore their knowledge in applying some rules in communicating their ideas to others and the lecturers can apply some methods and approaches in teaching participle phrases. it is in line with the statement that in the phrase communicative competence, for instance, it is in contrast with ‘linguistic’, a distinction being made between the native speakers’ awareness of the formal patterning of their language, on the one hand (their ‘linguistic competence’), and of the situational appropriateness of their language, on the other (crystal 2008). in relation to statement above, the researchers focus on grammatical competence. their grammatical competence is shown in the structures of participle phrases. it will show how the students express their ideas through words combined in correct and acceptable constructions. international journal of active learning 7 (1) (2022) 28 methods this research used descriptive method. descriptive method tries to solve problems that exist in the present, which is actual in nature. the procedures of descriptive methods are collect data, compile data, analyze data, and interpret the data. the way used in this study is to describe the difficulty in comprehending participle phrases of english students and lecturers of english education study program, faculty of teacher training and education, university of widya dharma klaten in the year of 2021. this study applied qualitative strategy. (seliger and shohamy 1989) state in qualitative research where qualitative data have been collected by procedures such as unstructured observation, open interviews, examining records, diaries, and other document, the data are usually in the form of words in oral or written modes. (hornby 2000) defined the data as information fact things certainly known (and from which conclusion may be drawn). in this research, the data were the results of the test on participle phrases and questionnaire given to the students and lecturers. according to (arikunto 2013) the source of the data is the subject where the data can be taken. in this research, the sources of the data were the english students and lecturers of english education study program, because they were involved in structure course. there were 28 students and 10 lecturers. in this study, researchers used a test method to collect data about participle phrases and difficulty faced in comprehending them. based on the form, the test used in this study was a written test and based on the composition of the test used was essay test. before the test was tested to the students, it was tested its validuty. to test the validity of test, they used content validity. the content validity of the test used by the researchers was tested by comparing the content of the test with the syllabus and the material that the students had learnt. besides, the researchers used questionnaire given to both students and lecturers to know the difficulties in teaching and learning of participle phrases. its validity was also gotten by content validity which was done by seeing its items of question critically. in this research, the researchers analyzed the data by descriptive qualitative analysis. based on the result of the test, the researchers focused on the incorrect sentences as the base to identify the difficulties faced by the students. whereas, the result of questionnaire was used to cross-check the students’ and lecturers’ difficulty in teaching and learning of participle phrases resulting the same perception. result and discussion a. result having gotten the data from the test and questionnaire, the researchers can analyze them. the test given covered 1) changing the adjective clauses into participle phrases, such as “the paper which was presented by the students was inspiring”; 2) combining the two sentences into one by changing the second sentence into participle phrase which refers to the italicized word in the first sentence, such as “my boss spoke to the man. the man was applying for a job”; 3) combining the two sentences into one by referring to their meaning to determine the position of participle phrase, such as “he read the newspaper. later he went to the movie”. the three kinds of test concern with: 1) active, 2) passive, 3) perfect, 4) negative, 5) which, 6) conjunctive adverb, 7) initial position, 8) final position, 9) initial and final position from the analysis, it can be described as follows: 1. the students made mistakes in forming active/verb-ing participle phrase, for example “breathed heavily, glen came in” (1904) which should be “breathing heavily, glen came in. international journal of active learning 7 (1) (2022) 29 2. the students made mistakes in forming passive/verb-ed/-en participle phrase, for example “the paper presenting by the students was inspiring” ((1911) which should be “the paper presented by the students was inspiring. 3. in making perfect participle phrase, most of the students could not change ‘had’ into ‘having’ such as in “have been learned the patterns of sentence, we can make good sentences” (1912) which needs to be written “having learned the patterns of sentence, we can make good sentences”. 4. negative participle phrase is made by playing ‘not’ before the verb either present or past participle. however, the students still made mistake, such as “my brother having not understood the chemistry lectures at all, failed the examination” which should be “my brother not understanding the chemistry lectures at all, failed the examination”. 5. introductory conjunction ‘which’ is used to introduce that the word is noun to denote choice. in using this word the students made misinterpretation, one deleted it but still took the auxiliary verb such as “the snow is falling on the highway will make the roads icy by nightfall” (1903) which should be “the snow falling on the highway will make the roads icy by nightfall”; any other student did not delete ‘which’ in “we watched the horses which running around the track” (1912) for the correct sentence “we watched the horses running around the track. 6. conjunctive adverbs “later, then, afterwards, etc.” are used to connect one sentence with another sentence. participle phrase may have the meaning of before, after, because, as the result, etc. the students did not interpret the sentences using conjunctive adverbs correctly. their sentences can be seen in “read the newspaper, he went to the movie later” (1907) for the correct sentence “reading the newspaper, he went to the movie”. 7. there are three positions of participle phrase: initial, middle, final. in placing participle phrase based on the meaning of the sentence, there were only seven (7) students making correct sentences. some students misinterpreted such as in “we are english students, speaking english in lectures” (2004) which needs an answer “being english students, we have to speak english in lectures”, in this sentence participle phrase should be placed in initial position; “his book had been published, reading by many people” (1809) in which the correct sentence is “having been published, his book can be read by many people”. 8. the two sentences which the second sentence is as the result of the first one, participle phrase should be in final position. however, most of the students made misplacement in their sentences “did the work very punctually, she feels satisfied” (1910) for the correct sentence “she did the work very punctually, feeling satisfied”. 9. the two sentences consisting two activities done at the same time can be combined into one using participle phrase which can be placed in either initial or final position. in this case the reader needs to know the meaning of the sentence. for this research the students made some misinterpretation. here is a sentence which they made. “play in the ground, the children are feeling happy” (1914) which can be stated “playing in the ground, the children feel happy” or “the children are playing in the ground, feeling happy. from the questionnaires given to the students, it can be known some students’ difficulties and the factors that cause their difficulties. they are as follows: 1. six (6) students said that learning structure is not interesting. it cause they lost their motivation to learn participle phrases and of course it makes them difficult to learn and even to comprehend participle phrases. 2. ten (10) students did not understand both present and past participles. 3. seven (7) students cannot differentiate the verb forms as participle phrases (“the boys playing football look happy”, “i do not know the man introduced to my father”) from those international journal of active learning 7 (1) (2022) 30 which are not as participle phrases (“the boys are playing football”, “the man is introduced to my father”). 4. only three (3) students said that they cannot make sentences using participle phrases. 5. twenty five (25) students stated that learning atmosphere influence their ability in comprehending participle phrases. it means they need certain situation and condition in learning. 6. there are lecturers who give and do not give handouts of participle phrases which can facilitate them in learning the material. 7. twenty three (23) students did not find references which give wrong information about participle phrases. it may cause them not confused in learning participle phrases. 8. half of students felt fast in comprehending participle phrases when the lecturer explained in the class. therefore, the lecturer’s presence in class caused them not have difficulty in comprehending the material. 9. twenty one (21) students had difficulty in differentiating –ing form verb as predicate (she is listening to the new music), as noun modifier/adjective (the listening students take a note), as clause modifier/adverb (listening the explanation, the students take a note), and as gerund/noun (listening music is her hobby), since the form is the same. 10. twenty one (21) students had difficulty in differentiating past participle verb/v3 as predicate (the boy wanted to buy a ball), as noun modifier/adjective (the wanted man hid in the villa), clause modifier/adverb (wanted by the police, he hid in the villa). this verb form is more difficult because there are two forms, namely irregular and irregular verb. for irregular verbs, they are all the same in forming past participle that is by adding suffix –ed to the verb word; meanwhile for irregular verbs, the students need to memorize. 11. there were twenty (20) students having difficulty in differentiating irregular past participle verbs/v3 functioning as predicate of a sentence in perfect tenses (the woman has come on time) and passive voice (the woman was given flowers) from those which are as participle phrases (given advice by his father, he behaves politely). 12. there were seventeen (17) students who had difficulty in changing adjective clause (the students who participated in the program got certificates) into participle phrase (the students participating in the program got certificates). having seen the statements given by the students, the researchers can identify some factors causing students’ difficulties in comprehending participle phrases which are presented as follows: 1. the students’ lack motivation to learn structure in general. 2. the students’ lack attention to differentiate the forms of present and past participle which may function as noun, verb, adjective, or adverb. 3. the forms of irregular verbs to make the sentence using participle phrase in passive meaning. 4. the students’ dependence to their lecturer in learning participle phrases. they tend to be able to comprehend the material when it is explained directly by the lecturer. based on the answers of questionnaire, it can be stated that ten (10) lecturers have been teaching more than ten years which of course they have experienced in teaching english. eight (8) lecturers ever taught participle phrases, and seven (7) lecturers who did not teaching structure course said that participle phrases have relation to the subject/lecture they taught. nine (9) lecturers informed that the students had difficulties in comprehending participle phrases. only three (3) lecturers who considered that the material of participle phrases is easy. six (6) lecturers had difficulty in explaining participle phrases. in teaching participle phrases seven (7) lecturers always used different methods. eight (8) lecturers needed a long time to explain participle phrases, and all lecturers agreed that the mastery of participle phrases can help students to apply four language skills. international journal of active learning 7 (1) (2022) 31 from the questionnaire given to the lecturers, it can be known some lecturers’ difficulties and the factors that cause their difficulties. they are as follows: 1. participle phrases have many patterns. they are patterns in active activity, passive activity, present form, perfect form, etc. 2. one lecturer feels confused to the theories that consists of more different concepts. she is doubtful whether her explanation can be caught by the students because most of them still make mistakes in differentiating active from passive meaning. 3. some lecturers’ difficulties in teaching participle phrases can be summed up as follows: a. the various students’ ability in relation to the other aspect of grammar because structure is a levelled course. b. the students’ lack of practicing outside the lecture hours, and their competencies are mostly influenced by the comprehension of the previous materials because grammar aspects are interrelated. c. the patterns which are different in active and passive meaning, especially in irregular verb formation. d. making the students understand how to differentiate the use of participle phrases from gerund, progressive tense, and passive voice. b. discussion 1. students’ difficulties the students’ difficulties in learning participle phrases concern with active and passive meaning, present and perfect form, understanding of main clause and subordinate clause, vocabulary diction, position. they are in line with the following statement: why are participles so difficult to grasp? the reason is threefold: (1) usage the participle can be used as a noun, adjective, adverb, or verb (and in any mood!); (2) word order the participle is often thrown to the end of the sentence or elsewhere to an equally inconvenient location; and (3) locating the main verb sometimes it is verses away; sometimes it is only implied; and sometimes it is not even implied! (https://bible.org/article/participle n.d.). the factor causing the students’ difficulties in comprehending participle phrases is the lack of motivation. it is in line with what (renandya and widodo 2016) stated “just as in an scl environment, students are not the only ones who learn and teachers are not the only ones who teach, in scl, teachers are not the only ones who motivate others. students should appreciate that they can motivate their teachers. for instance, when students show interest in a task or topic, it becomes easier for teachers to become more interested. in other words, in keeping with a key message of scl, students are powerful; students have control. when students engage with learning, that energy motivates peers and teachers. the other factor is the class atmosphere. the learning atmosphere influences the students’ comprehension of the material. as stated by (chamot et al. 1999) that a learner-centered classroom is an environment that creates and fosters independent students who are aware of their learning processes and who, through this awareness, are able to take control of their learning. a learnercentered classroom must initially be created by the teacher and then accepted by students. the reference is also as a factor causing students’ difficulties. as stated by (tomlinson and masuhara 2018) that course books can be helpful to teachers (especially those with little time and / or experience) and they can provide psychological support, a sense of security and system, and a means of revision to students. however, for a course book to be really beneficial to students it needs to be self-standing, flexible, localizable, personalizable, humanistic, and designed to facilitate adaptation. they added “most teachers appreciate having a core textbook to give them guidance and save them some lesson preparation time.” they also seem to support the weak anti course book international journal of active learning 7 (1) (2022) 32 viewpoint summarized in harwood (2005) in that they are critical but appreciate the textbook as a provider of structure and reference for the learners and they believe that the course book “syllabus should be flexible enough to allow the local teacher to input additional locally appropriate content”. they also said that there is coherence between five factors (i.e. environment, course, materials, teachers and learners). 2. lecturers’ difficulties the lecturers’ difficulties in teaching participle phrases deal with the patterns of participle phrases, the theories of participle phrases, and the students’ lack of practicing after getting the materials. their difficulties can be seen by some references from some experts. when seen in owl.purdue.edu.html (https://owl.purdue.edu/owl/general_writing/mechanics/gerunds_participles_and_infinitives/part iciples.html n.d.) a participle is a verbal ending in -ing (present) or -ed, -en, -d, -t, -n, or -ne (past) that functions as an adjective, modifying a noun or pronoun; a participial phrase consists of a participle plus modifier(s), object(s), and/or complement(s); participles and participial phrases must be placed as close to the nouns or pronouns they modify as possible, and those nouns or pronouns must be clearly stated. traditionally, participles are often treated as a hybrid of a verb and an adjective. this simple characterisation already raises several important issues: what is “adjectival” and what is “verbal” in the grammatical makeup of participles? do these “verbal” and “adjectival” properties characterise a participle itself or are they (partially) conditioned by the context in which a participle appears? (borik and gehrke 2019). participles are verb forms created by adding -ing, -ed, or changing the verb in an irregular way. they can be either present or past. participles should not be confused with the main verb in the sentence. rather, they may work alone as describers, or in combination with a group of words as participial phrases. according to (tomneedham 2018) why we should teach participle phrases concerns with two benefits and how they apply to participle phrases: 1) enables students to include more information in a sentence and add complexity; like appositives, the complexity comes from the fact that the explanation or extra detail is embedded and subordinated within the same sentence rather than having two or more simple constructions. this complexity can be added not only to descriptive writing, but also when writing analytically in response to a text; 2) encourages close reading. like with appositives, you can give students a topic and ask them to write sentences that contain participle phrases, developing their ability to analyze or paraphrase the text that they have read. to overcome the difficulties mentioned above the lecturers give some ways such as: 1. the students should know present and past forms (v-ing and v-ed). 2. the students need to comprehend tenses. 3. the lecturers do the activities as follows: a. reviewing the material of participle phrases, so it needs a long time; b. giving some examples from the simplest to the complicated ones. it is supported by richards’ and rodgers’ statement that items of grammar are graded following the principle that simple forms should be taught before complex ones (richards and rodgers 2001); c. relating the background knowledge which the students own to the new theory of participle phrases; d. delivering the concept of subordinate clause and main clause relation; e. making the students know the meaning relation of subordinate clause and main clause (active-passive) international journal of active learning 7 (1) (2022) 33 f. making the students know the use of v-ing and v-ed in subordinate clause. based on the students’ and lecturers’ difficulties and factors causing the difficulties, the students and lecturers get the same perception that participle phrase is very difficult to comprehend because of its patterns concerning with active and passive forms and their meanings. therefore, the students need to have high motivation to comprehend it. motivation influences learning of something, so the lecturer should motivate students by giving the real task of daily activities which are related to the students’ individual experiences. there is another factor influencing of learning, namely environment order. besides growing the intention for learning, environment order which gives the freedom to act and choose the choice is very important to develop the ability of productive mental. to rise learning intention, the lecturer needs to give the students freedom, realness, positive attitude and perception as the basic capital to learn. it is in relation to the idea of ‘what should a learning environment provide’ related to the thought of who should control the learning process: the student as a learning subject (learner control) or conditions or system outside the students (system control) (honebein, duffy, and fishman 1993). concerning with teaching participle phrases, in teaching activity, the teacher employs a situational approach to presenting new sentence pattern and a drill-based manner of practicing them. the teacher can serve as a model, setting up situations in which the need for the target structure is created and then modeling the new structure for students to repeat (richards and rodgers 2001). conclusion the data having been analyzed result the findings which can be used as the answer of the problems: what difficulties do the students and lecturers have in teaching and learning of participle phrases? and why do they have the difficulties? the students’ difficulties in learning participle phrases are that they have difficulty in differentiating –ing form verb as predicate, noun modifier/adjective, clause modifier/adverb, and gerund/noun since the form is the same; they have difficulty in differentiating past participle verb/v3 especially irregular verb as predicate, as noun modifier/adjective, clause modifier/adverb; they have difficulty in differentiating irregular past participle verbs/v3 functioning as predicate of a sentence in perfect tenses and passive voice from those which are as participle phrases; they have difficulty in changing adjective clause into participle phrase. some factors causing students’ difficulties in comprehending participle phrases are that the students have low motivation to learn structure; the students do not pay attention to the difference between the forms of present and past participle which may function as noun, verb, adjective, or adverb; the students do not memorize irregular verbs as the base to make the sentence using participle phrase in passive meaning; the students are dependent to their lecturer in learning participle phrases. they tend to be able to comprehend the material when it is explained directly by the lecturer. lecturers’ difficulties and the factors that cause their difficulties are that participle phrases have many patterns. they are patterns in active activity, passive activity, present form, perfect form, etc.; the theories of participle phrases that consist of some different concepts; the various students’ ability in relation to the other aspect of grammar because structure is a levelled course; the students’ lack of practicing outside the lecture hours, and their competencies are mostly influenced by the comprehension of the previous materials because grammar aspects are interrelated; the patterns of participle phrases which are different in active and passive meaning, especially in irregular verb formation. international journal of active learning 7 (1) (2022) 34 acknowledgments university of widya dharma klaten for the 2021 internal research grant references al-mekhlafi, abdu mohammed, and ramani perur nagaratnam. 2011. “difficulties in teaching and learning grammar in an efl context.” international journal of instruction 4(2): 69–92. arikunto, suharsimi. 2013. prosedur penelitian suatu pendekatan praktek. jakarta: rineka cipta. borik, olga, and v gehrke. 2019. “participles: form, use and meaning.” glossa: a journal of general linguistics 4(1): 1–27. brown, h. douglas. 1994. principles of language learning and teaching. new jersey: prentice hall, inc. chamot, anna uhl, sarah barnhardt, pamela beard el-dinary, and jill robbins. 1999. the learning strategies handbook. new york: addison wesley longman, inc. chowdhury, md, and mahmud hasan. 2014. “teaching grammar in the english language classroom in saudi universities.” express, an international journal of multi disciplinary research 1(1). crystal, david. 2008. a dictionary of linguistics and phonetics. united states of america: blackwell. decapua, andrea. 2017. grammar for teachers, a guide to american english for native and non-native speakers. 2nd ed. switzerland: springer international publishing. frank, marcella. 1972. modern english, a reference guide. new jersey: prentice hall, inc. honebein, p, t.m duffy, and b fishman. 1993. constructivism and the design of learning environment: context and authentic activities for learning. eds. t.m. duffy, j. lowyek, d.h. jonassen, and designing environments for constructivist learning. berlin: springer-verlag. hornby, a.s. 2000. oxford advanced learner’s dictionary. 6th ed. oxford: oxford university press. https://bible.org/article/participle. “the difficulty with participles (n.d).” https://bible.org/article/participle (march 21, 2021). https://owl.purdue.edu/owl/general_writing/mechanics/gerunds_participles_and_infinitives/participles.html. “general writing, mechanics, gerunds, participles and infinitives (n.d).” https://owl.purdue.edu/owl/general_writing/mechanics/gerunds_participles_and_infinitives/participl es.html (march 8, 2021). kawasaki, johanna. 2021. “how to teach participial adjectives to esl students.” https://bridge.edu/tefl/blog/teach-participial-adjectives/ (may 4, 2021). quirk, randolph, and sidney greenbaum. 1976. a university grammar of english. england: the english language book society and longman group limited. renandya, willy a, and handoyo puji (eds.) widodo. 2016. english language teaching today linking theory and practice. switzerland: springer. richards, jack c., and theodore s. rodgers. 2001. approaches and methods in language teaching. 2nd ed. cambridge: cambridge university press. seliger, herbert w, and elana shohamy. 1989. second language research method. oxford: oxford university press. thomson, a.j., and a.v. martinet. 1970. a practical english grammar. oxford: the english language book society and oxford university press. tomlinson, brian, and hitomi tomlison masuhara. 2018. the complete guide to the theory and practice of materials development for language learning. hoboken, usa: john wiley & sons, inc. tomneedham. 2018. “teaching phrases 3: an overview of participle phrases.” https://tomneedhamteach.wordpress.com/2018/01/22/teaching-phrases-3-an-overview-of-participlephrases/ (march 4, 2021). uibu, krista, and merili liiver. 2015. “students’ grammar mistakes and effective teaching strategies.” international journal of teaching and education iii(1): 70–87. wikihow. 2019. “teach-participial-phrases.” https://www.wikihow.com/teach-participial-phrases (may 4, 2021). attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55c6bad720b5 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare international journal of active learning 7 (1) (2022) 59 7 (1) (2022) 59-68 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal validity of chemo-entrepreneurship teaching material to analyze students’ cognitive in redox reaction maula najikh wildana, sri susilogati sumarti, endang susilaningsih, nuryanto universitas negeri semarang, indonesia article info ____________________ keywords: chemo-entrepreneurship, interdisciplinary, material books, redox reaction _________________________ abstract ___________________________________________________________________ chemo-entrepreneurship or cep known as learn chemistry with an entrepreneurial approach to made products. teachers in research school only use provided books by schools and materials on internet, so it is necessary to develop effective teaching material that fits main purpose. there also need to develop learning media to train student’s ability from interdisciplinary approaches. the aim of this research is to develop chemo-entrepreneurship teaching materials that appropriate and effective to analyze students’ cognitive. this is research and development method with addie model. data collection methods are by observation, questionnaires, tests, and project methods. data analysis techniques include analysis of interview sheets, instrument validation, analysis the effectiveness of teaching materials, and analysis of questionnaire responses. the result is 87% of students pass the minimum score, means most students pass the achievement and have good cognitive abilities. there are 26 passed students and 4 not passed. teaching materials get validity score 49 of 52. teaching materials get positive responses from teachers with score 35 of 40 and positive responses from students with an average score of 38.53 of 48. it means that developed material book appropriate and effective to help teacher explain chemistry with interdisciplinary approaches. p-issn 2528-505x e-issn 2615-6377 international journal of active learning 7 (1) (2022) 60 introduction indonesian central bureau of statistics in 2015, 2016, and 2017 noted that every year there is an increase in workers with high school graduates which are almost one million people (badan pusat statistik, 2016, 2017), made high competitiveness due to it. then lack of employment opportunities makes people open entrepreneurial activities (windsor et al., 2014) that stated in micro, small and medium enterprises (umkm) that almost increased in each year from 2016 to 2018 by 1.2 million new businesses (depkop, 2017, 2018). it means that the community has an interest in entrepreneurial activities, and it would make fierce product competition made it, so there is a need for learning about entrepreneurship. entrepreneurship can be given to students as a debriefing to prepare their skill (hasanah & ratumbuysang, 2017) in the form of entrepreneurial skills that provide a lot of experience and benefits for students, especially adequate skills (carnawi et al., 2017). the orientation of chemistry education is now starting to develop students' thinking skills, namely by connecting chemistry with other materials or other disciplines where students hope that they will be able to help solve global problems (nagarajan & overton, 2019). chemo-entrepreneurship is one of the chemical learning methods that aims to train students soft skills and motivate students to think creatively through scientific project activities that produce an innovative entrepreneurial work (supartono, 2006). the experimental method in a project can motivate students about how the knowledge they gain can be formed and synergized (joyce et al., 2015). entrepreneurial activities in chemistry learning can develop students' creativity and cause active classroom conditions, so that learning becomes more concerned (wibowo & ariyatun, 2018), while at the same time attracting students' interest in the world of entrepreneurship (arieska & kamaludin, 2018). teaching materials are learning aids that contain the application of science, information, and examples of the application of science in everyday life that can be used in the classroom or at home (arsyad, 2011). transfer of knowledge through teaching materials depends on how students can understand the material provided by teaching materials (rizqiana et al., 2017). good teaching materials have several components, including cover pages, identity, introduction, table of contents, instructions for using books, basic competencies and indicators, concept maps, materials, assignments, summaries, evaluations, and closings (arieska & kamaludin, 2018). cep can be integrated in learning process using teaching materials (prayitno et al., 2017). field study in madrasah aliyah 1 kota semarang told that learning still need to be studied because students haven’t passed minimum standard. only 9 from 30 students in the x mipa 1 that passed the minimum standard in daily test. there should be a problem that made students not passed minimum standard. also, they don’t have creativity evaluation, so it should need attention because students don’t have enough creativity, then they are didn’t respectful to the material. so the development of entrepreneurship oriented learning was needed to build students creativity (afwa et al., 2018). field study in madrasah aliyah 1 kota semarang also shows that chemistry teachers haven’t develop their learning materials. it would better to develop their learning materials based on what teachers and curriculum want from students (alfiantara et al., 2016; nurbaeti, 2019). also students cognitive are categorized “high” after study using chemistry teaching material (sunarya et al., 2018), and 88% of students pass the minimum score after studying chemistry using chemo-entrepreneurship media (sumarti et al., 2018). based on the above gaps, it is necessary to develop a lesson, manual, or reference that can be used to improve the quality of human resources in entrepreneurship activities. the development of teaching materials can also be used as a basis for knowledge to start a business. it can even be used as a training and evaluation of students' cognitive on entrepreneurial chemistry methods the research method is research and development by following the addie model development research design with five stages (dick et al., 2008). the research stages include: (1) the analysis phase, (2) the design international journal of active learning 7 (1) (2022) 61 phase, (3) the development phase, (4) the implementation phase, and (5) the evaluation phase. the research location was carried out at madrasah aliyah negeri 1 kota semarang from january to may 2021. the research subjects consisted of teachers, students of class x mipa 1, and expert validators. the addie research procedure has been modified so that each stage has an evaluation session. evaluation is used to correct deficiencies at each stage (dick et al., 2008). descriptions on each stage stated below. analysis phase begins with field observations through interviews. the results of the interviews are used for problem and needs analysis. design phase begins with determining the research subject matter, making a research flow chart, and assessing the concept of teaching materials developed. the topic of discussion is the topic of redox reactions and the nomenclature of chemical compounds for class x in even semesters. the research flow chart is designed according to the research flow, starting from field observations, analysis of problems and needs, the process of designing teaching materials products, product validation and testing processes, product implementation, data analysis of research results, and drawing conclusions. development phase begins with designing the concept of teaching materials, syllabus, lesson plans, evaluation tools, validation processes, and the trial phase. design of teaching materials and other devices is validated by experts to assess the feasibility of the design of teaching materials before the trial. design of teaching materials that have been declared feasible to be tested to get input so that they can be improved before the implementation stage is carried out. implementation stage is the stage of applying teaching materials to research subjects, namely students of class x mipa 1. learning is carried out using the project method that produces products. entrepreneurship projects are planned and designed by students whose output is in the form of value-added entrepreneurial products related to redox reactions. then in the last meeting, students had a daily test. the result of daily test used to analyze students’ cognitive ability from the learning. evaluation stage is used as an evaluation of each stage, besides that it is also a stage to find out the strengths and weaknesses of chemo-entrepreneurship-oriented teaching materials that developed based on the responses of students and teachers as users through a questionnaire. the instruments used in the study included teacher and student interview guide sheets, teaching materials instruments, syllabus, and lesson plans, instrument validation sheets, questionnaire responses, and daily test sheets. the effectiveness of teaching materials is seen from the analysis of the daily test of students. teaching materials are declared effective if: (1) 80% of students in the classroom complete the test with minimum score is 70 from 100, and (2) users of teaching materials including teachers and students give positive responses with a percentage of more than equal to 80% (aliyah et al., 2018). results and discussion based on the results that carried out at the analysis stage, the teacher stated that the teaching materials used were still using textbooks provided by the school, but other learning media on the internet were also used by teachers in distance learning during the pandemic, there were still some students who had not completed the daily test, and effective learning during the pandemic was discussion learning through video calls due to the lack of activeness of students in discussions if only using whatsapp message media. teacher also stated that the expected skills from graduated students are independent, competitive, and creative in entrepreneurship. the factor that influence students to be creative in entrepreneurship is school must provide learning media that can support their students (wikhdah et al., 2015). meanwhile, students stated that the chemistry material could be understood easily, lesson was fun, and they prefer to study in groups. students do not know and are not interested in the world of entrepreneurship, but they state that entrepreneurial people are creative people, so the research was conducted as introducing entrepreneurship in chemistry. international journal of active learning 7 (1) (2022) 62 the results of observations found that students is passive in class when learning only done with whatsapp messages, but students tend to be more active in class using teleconferencing media. so that the researcher concludes that the material can be maximized if it is delivered with the help of teleconferencing. the results of the literature review in the form of data on the results of test scores x mipa 1 in the previous material showed in table 1 also concluded that many students had not passed minimum, namely those with scores below 70. table 1 data results of daily test x mipa 1 previous material no subject score description no subject score description 1 s-01 75 pass 16 s-16 63 not pass 2 s-02 84 pass 17 s-17 65 not pass 3 s-03 49 not pass 18 s-18 64 not pass 4 s-04 50 not pass 19 s-19 69 not pass 5 s-05 51 not pass 20 s-20 68 not pass 6 s-06 52 not pass 21 s-21 70 pass 7 s-07 72 pass 22 s-22 57 not pass 8 s-08 55 not pass 23 s-23 72 pass 9 s-09 55 not pass 24 s-24 54 not pass 10 s-10 70 pass 25 s-25 68 not pass 11 s-11 57 not pass 26 s-26 70 pass 12 s-12 55 not pass 27 s-27 75 pass 13 s-13 60 not pass 28 s-28 73 pass 14 s-14 60 not pass 29 s-29 48 not pass 15 s-15 63 not pass 30 s-30 47 not pass the data on the daily test scores of students in class x mipa 1 is still low because there are only 9 out of 30 students passed minimum score. there needs a learning that has positive effect on students' understanding, one of which is the development of cep chemistry learning aids (afwa et al., 2018), because chemoentrepreneurship can make entrepreneurial interest and affect to students performance (ruliyanti et al., 2020). the design stage is carried out in determining the research subject and making research flow diagrams. material is redox and nomenclature of chemical compounds. basic competencies were obtained from ministry of education and culture (kemendikbud, 2016). indicators of competency achievement are developed from basic competencies and entrepreneurial. the flow chart developed of chemo-entrepreneurship-oriented teaching materials is shown in picture 1. picture 1 flow chart the development stage starts from making the design of teaching materials, making the design of supporting instruments, making the instrument validation sheet, the instrument validation stage, and the trial international journal of active learning 7 (1) (2022) 63 stage. making teaching material instruments starts from the preparation of teaching materials. the components of teaching materials used refer to the development of teaching materials by the ministry of national education and arieska and kamaludin, including title pages, introductions, table of contents, instructions for use, competencies, concept maps, core materials and chemo-entrepreneurship materials, assignments, and closing pages (arieska & kamaludin, 2018; depdiknas, 2008). teaching material can be accessed by more devices through laptop and smartphone browsers, also can overcome distribution limitations. teaching materials. the application of electronic teaching materials in learning is one of the efforts to overcome the problem of limited printed teaching materials (meek et al., 2016). the display of the developed teaching materials is presented in picture 2a and the display when used is shown in picture 2b. picture 2a. teaching materials picture 2b. display of teaching materials when used the teaching materials that have been designed are then validated by three expert validators to assess the product before testing the product, so product is communicative (lasmiyati & harta, 2014). aspects measured include material aspects, display aspects, aspects and chemo-entrepreneurship (andrean et al., 2019). the higher validity means better conclusion (hartini et al., 2018). the results of the validation carried out by three experts are presented in table 2. table 2. expert validation score of teaching material instruments number validator code total score criteria 1 vt-1 49 very valid 2 vt-2 50 very valid 3 vt-3 48 very valid the teaching material instrument was declared to meet the very valid criteria by validator 1, validator 2, and validator 3. the teaching material instrument can be used for testing with an average score of 49 out of 52 which is included in the very valid criteria. the revisions to the teaching material instruments developed according to suggestions from expert validators include changes in the title page design, changes in the contents of the instructions for using teaching materials which are changed to be more descriptive and contain instructions for teachers as well as instructions for students, giving boxes as a differentiator between content sections with assignments, and adding practice questions to hone students' abilities. teaching materials that have gone through the validation and revision stages according to expert advice are then tested before the implementation stage. the trial was carried out in class xi mipa 4 and the results obtained were in the form of input that must be improved again before the implementation stage. the input given international journal of active learning 7 (1) (2022) 64 are about how easy to understand the developed materials, clarity and legibility of teaching materials, attractiveness of the design, attractiveness of delivering material, attractiveness entrepreneurial materials, attractiveness in making students creative entrepreneurship, contextuality, how is the project learning, how is students' interest in developing creative ideas, and relationship between entrepreneurship and chemistry. the results of the trial questionnaire are shown in picture 3. picture 3. results of questionnaire responses for teaching materials test the average response score for the trial phase was 31.36 from the maximum score of 40. the test got a percentage of 78.41% and was categorized in the "good" criteria. as for the input to the teaching materials developed at the trial stage, among others: pictures and examples are reproduced to make more interesting, add cartoon or animated illustrations so that they are more interesting to read and make students understand the topics being taught more quickly, multiply stories. inspirational about entrepreneurs to build students' creative ideas in entrepreneurship, adding animation and entertainment to make learning more interesting. the implementation phase was carried out on 30 students of class x mipa 1. the implementation phase using google meet. students allowed to use chemo-entrepreneurship-oriented teaching materials that are developed outside of learning. the research activity was carried out for five meetings. the first to fourth meetings are used for learning activities and the fifth meetings used for daily test. learning chemo entrepreneurship is carried out through project activities that produce entrepreneurial products (sumarti et al., 2014). students in the implementation class were divided into 5 groups consisting of 6 students in each group, learning in groups can create interdisciplinary collaboration between students so that students can train collaboration such as scientists and product designers in making an efficient product (bouldin & wagner, 2019). the first assignment is to arrange problems that arise from or as a result of redox reactions, then students develop solutions to manufacturing product. second assignment is to discuss solutions to stated problems on previous meeting. students are directed to compile tools and materials and work steps to make entrepreneurial product. third assignment is to make short video about making products from the projects being worked on. videos of product making made by students are used to analyze the students entrepreneurial creativity. students are active in learning in terms of activeness in answering questions and exercises given by the teacher. students are confident in conveying their answers when asked to answer by teacher. entrepreneurial products developed by students are diverse. products made by students include aromatherapy candles, banana nuggets, crispy apple donuts, and potato chips balado. the creativity of students is challenged through the manufacture of this product. students look for materials and work steps for making products in groups through their respective references. products made by students are presented in table 3. 4 4 3 4 7 7 5 5 5 7 25 26 27 25 22 20 25 24 23 22 1 0 0 1 1 3 0 1 2 1 0 0 0 0 0 0 0 0 0 0 0 5 10 15 20 25 30 ind-1 ind-2 ind-3 ind-4 ind-5 ind-6 ind-7 ind-8 ind-9 ind-10 t h e n u m b e r o f s tu d e n ts statements ss s ts sts strongly agree agree disagree strongly disagree international journal of active learning 7 (1) (2022) 65 table 3 products made by students no groups product picture 1 group 1 aromatherapy candles 2 group 2 banana nuggets 3 group 3 aromatherapy candles 4 group 4 apple donuts 5 group 5 potato chips balado international journal of active learning 7 (1) (2022) 66 students are given daily test or evaluation at the end of the lesson to analyze abilities cognitive. the cognitive abilities of students after learning are measured by 15 questions multiple choice test. the results of the cognitive evaluation of the implementation class are presented in table 4 and the recapitulation shown in table 5. table 4. results of cognitive evaluation implementation class table 5. recapulation of results subject score desc subject score desc s-01 s-02 s-03 s-04 s-05 s-06 s-07 s-08 s-09 s-10 s-11 s-12 s-13 s-14 s-15 80 80 73 73 80 87 73 80 80 80 73 80 80 80 80 pass pass pass pass pass pass pass pass pass pass pass pass pass pass pass s-16 s-17 s-18 s-19 s-20 s-21 s-22 s-23 s-24 s-25 s-26 s-27 s-28 s-29 s-30 73 73 73 80 80 73 80 73 67 53 80 53 67 73 73 pass pass pass pass pass pass pass pass not pass not pass pass not pass not pass pass pass the results of the analysis of cognitive tests is 87% of the total number of students in the class who completed the kkm with 26 students completing the total number of 30 students, it means this research is complete one of the goals like on the research by aliyah (aliyah et al., 2018). most of the students have passed the minimum score and are able to understand, because teaching materials provides opportunity for student to better understand (drastisianti et al., 2018). the results of the teacher's response questionnaire are teaching materials suitable for use in chemoentrepreneurship-oriented chemistry learning on redox material and nomenclature of chemical compounds. teaching materials also have the potential to be developed on other materials by considering the contextuality of the material. teaching materials get a score of 34 out of a maximum score of 40 with a percentage of 85% and are included in the "very good" category. the advice is to provide more entrepreneurial activities that can be practiced by students so they can be motivated and interested in trying entrepreneurship. the results of students questuionnaire is developed teaching material suitable for use in chemistry learning. recap of student responses to the developed teaching materials is presented in table 6. table 6. recap of student responses no indicator total score percentage (%) conclusion 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 1 2 3 4 5 6 7 8 9 10 11 12 98 97 108 97 91 103 90 89 101 101 90 91 81,67 80,83 90,0 80,83 75,83 85,83 75,0 74,17 84,17 84,17 75,0 75,83 very good very good very good very good good very good good good very good very good good good no criteria score 1 2 3 4 5 6 7 highest score lowest score average score passed not passed total subject percentage 87 53 75 26 4 30 87% international journal of active learning 7 (1) (2022) 67 teaching material are easily understood by students. this is also influenced by the contextuality of the material so that it is easier for students to understand the material by finding redox events in everyday life. the design of the books presented is attractive and the orientation of entrepreneurial learning makes learning more interesting for students. project learning helps students to come up with creative ideas and challenges students' creativity in preparing entrepreneurship-based chemistry projects (dewi & mashami, 2019; hussain & akhtar, 2013). students claim to get additional benefits and insights gained from books and learning chemistry with a chemoentrepreneurship orientation that was developed. teaching materials obtained an average total score of 38.53 from a maximum score of 48 with a percentage of 80.28% and teaching materials were categorized in the "good" category, that’s nearly reach previous research that developed teaching media based on chemo-entrepreneurship is ideal and good quality by 82% (andrean et al., 2019). conclusion based on the research, we can conclude the developed teaching materials are suitable for uses in chemistry learning based on experts validation labelled “very good” category, responses of teachers is 85% labelled “very good” category, and responses from students are 80.28% labelled “good” category. teaching materials also effective for analysing the cognitive abilities of students, the results is students have ”high cognitive level” with 26 of 30 students complete minimum score or 87% in class and passed the classical completeness. while the average test score of students is 75, highest score obtained was 87 and the lowest was 53. references afwa, s. r., abdullah, a., & linda, r. 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(2014). embedding graduate attributes at the inception of a chemistry major in a bachelor of science. journal of chemical education, 91(12), 2078–2083. https://doi.org/10.1021/ed5001526 attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55ca4bf3a613 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 94 7 (1) (2022) 94-102 international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal analisys of chemical misconceptions of stoichiometry materials using certainty of response index nailis sa’adah*, sri haryani, widhi mahatmanti universitas negeri semarang, indonesia article info ____________________ keywords: misconception, certainty of response index, stoichiometry _________________________ abstract ___________________________________________________________________ the 2013 curriculum emphasizes students to understand and appreciate how to get a concept so that understanding concepts in chemistry learning is needed to master the material as a whole. the purpose of this study was to analyze students' misconceptions using the certainty of response index (cri) on the stoichiometric material. this research is a pre-experimental research with one group pre-test post-test design. the population in this study were all students of class x mipa sma n 1 demak with a research sample consisting of 35 students conducted by purposive sampling technique. data collection techniques using 20 multiple choice diagnostic test questions are reasonable. the stages of data analysis are processing and analyzing student answers and determining whether students understand the concept, misconception or do not understand the concept by looking at the conformity with the confidence level index (certainty of response index). misconceptions are still found in all stoichiometric concepts, which include indicators of the basic laws of chemistry at the pretest of 30.5% (medium)-posttest 22.5% (low), the indicator of relative atomic/molecular mass and the concept of mole pretest 35.5% (moderate) and posttest 22.72 (moderate), and the calculation of the limiting reagent stoichiometry at the pretest was 31.70% (medium) and the pretest was 22.72 (low). *correspondence address: e-mail: nailiskimia@students.unnes.ac.id p-issn 2528-505x e-issn 2615-6377 international journal of active learning 7 (1) (2022) 95 introduction chemistry plays an important role in people's lives because humans every day cannot be separated from chemical substances. chemistry belongs to the natural sciences (ipa) group, which studies the specific symptoms that occur in substances and everything related to substances composition, structure and properties, transformation, dynamics and energetics of substances. chemical science learns about knowledge in the form of theories, concepts, principles, rules, facts, descriptions, chemical intelligence and also the process of discovery (ministry of education, 2008). the material presented in chemistry learning is loaded with complex concepts and is partly considered abstract, so a correct understanding of the basic concepts that build the concept is needed (pine et al., 2001); (monita & suharto, 2016). many chemistry concepts must be absorbed and understood by students in such a short period of time that most students consider chemistry lessons to be difficult lessons. as a result, students who consider this, are less successful in learning to understand chemical concepts and have difficulty in associating one concept with another concept that has a complete and correct relationship (utami & wulandari, 2016). the results of observations that have been made at three state high schools demak class xi ipa are known that the learning outcomes of stoichiometric concept students are still low. this is indicated by many students' daily repeat grades from the 2014/2015–2017/2018 school year cannot achieve classical completion. some of the difficulties experienced by students are abstract nature of chemistry, concepts learned very much, concepts that one is a prerequisite for the next concept, and low ability of students in mathematical operations. students in general tend to learn by memorization rather than understanding the concept of the material. this causes most of the concepts of chemistry lessons to become abstract concepts for students, so that students do not have an understanding of chemical concepts that are of a nature. at the beginning they studied chemistry. students who have not achieved class compliance in school are given the opportunity by teachers to participate in the remedial program. remedial program is carried out so that the students concerned can achieve classical completion. the observation results showed that the remedial program carried out by teachers on students who had not achieved classical completion was carried out by providing repeat questions to be done. the problem given is similar to the previous replay question, it's just that some teachers replace it with different numbers for calculation questions and change concept questions. students are given the opportunity to study independently for some time before working on the replay question again. in the study (lestari et al., 2021), a review and compiled a literature containing misconceptions that had been researched by previous researchers on the concept of chemical bonds. research that has been done ozmen (2004) successfully reviewed the research of misconception on the concept of chemical bonds that had previously been done by other researchers. the review began research into misconceptions from 1978 by wheeler & kass, to 2003 by ozmen & ayas. the concept of chemical bonding is one of the concepts that often cause misconceptions in students and is a precondition concept for later concepts (hughes et al., 2013);(vrabec & prokša, 2016). according to (patil et al., 2019), educators need to know the misconceptions experienced by their students in order to make efforts to correct misconceptions. this can give direction to educators to do learning well so that student learning outcomes are more optimal. therefore, salirawati & wiyarsi (2012) conducted instrument development research to detect the presence of chemical misconceptions, especially the concept of chemical bonds in students. (usu et al., 2019) said that most students have the motivation to learn to be able to do national exam questions quickly without understanding the concepts of the subjects tested on the national exam. in addition, most educators will change their teaching methods by emphasizing to students how to answer national exam international journal of active learning 7 (1) (2022) 96 questions instantly. thus it will cause errors of concept or commonly called misconceptions, especially misconceptions in students to the subjects tested in the national examination, especially chemistry subjects. according to (rahmawati et al., 2019) there should be an analysis of misconceptions in students for chemistry subjects, especially the concept of equilibrium. maratusholihah et al., (2017) conduct research to determine the misconceptions experienced by students on the concept of acid base. his research is not only done to find out the misconceptions experienced by students but also explores the concepts that cause students to have learning difficulties. according to (wiwiana et al., 2020) students who have learning difficulties tend to easily experience misconceptions. in addition, it is also explained the cause of misconceptions in students. the cause of the misconception is obtained through interviews with students about the reasons for the answers expressed by students. in addition to pinarbasi (2007), (hidayat et al., 2020) also conducted research by conducting an analysis of students who experienced misconceptions on the concept of acid base. according to (kartal et al., 2011) the high level of misconceptions experienced by students, is based on low student understanding. student misconceptions can be identified using several methods, one of which is using the certainty of response index (cri) method (sadhu et al., 2017). the modified cri method can overcome problems that tend to be unsure of what learners answer, in this method also allows learners to provide reasons for the answers that learners choose so that they can reveal the location of student misconceptions based on the reasons that learners write (waluyo et al., 2019). based on the description mentioned above, researchers are interested to find out more about the concept of students of class x senior high school state 1 demak with the research title "analysis of chemical misconceptions of stoichiometric materials using certainty of response index (cri)". method this research is an experimental study with the design of one group pre-test post-test design. pre-experimental research is research conducted to test the impact of a treatment (intervention) on the results of research controlled by other factors that may affect those results. the population in this study is all students of class x mipa sma n 1 demak. the research sample consisted of 35 students. this sampling is done by purposive sampling techniques, which is the selection of samples based on certain purpose considerations. considerations are given by teachers who teach chemicals at senior high school state 1 demak, based on the results of documentation studies and preliminary studies. the data collection technique used in this study is to use tests. this research data is in the form of learning results obtained from daily repeat scores and student activities obtained from observation results. initially the sample is given a pretest before direct learning on the stoichiometric concept material using the stoichiometric concept module. then tested with a daily repeat (posttest) equipped with a two-tier diagnostic test type misconception detection assisted by cri. the daily replay test in the form of multiple choice reasoned as many as 20 questions. the questions used represent 5 indicators of learning, including (1) balancing chemical reactions; (2) substances that have the same mass, have the same number of particles; (3) gases that have the same temperature, pressure and volume, have different numbers of molecules; (4) determination of the number of molecules of the reaction product produced at the end of the reaction; (5) determination of the mass or volume of the substance through the limiting reagent. based on the question instructions, students were asked to respond to one scale of six cri scales called six scales (0-5) on each test item. here are six scales in cri: international journal of active learning 7 (1) (2022) 97 table 1. certainty of response index response scale cri criterion category right wrong 0 (totally guessed answer): if answering a question is 100% guessed tp tp 1 (almost guess) if answering the percentage of guess elements between 75%-99% tp tp 2 (not sure) if answering the percentage of guess elements between 50%-74% tp tp 3 (sure) if answering the percentage of guess elements between 25%-49% p m 4 (almost certain) if answering the percentage of guess elements between 1%-24% p m 5 (certainly) if answering the question there is no guess element at all (0%) p m to make it easier for students to determine the cri scale, in this study applied operationalization of the six cri scales. by listing it on the student's answer sheet. based on the acquisition of data for each student, then the data is analyzed based on the combination of the answers given (right or wrong) with cri (low or high). so that it can be known the percentage of students who understand concepts, misconceptions, and do not understand concepts. in table 2. it is a provision to determine these criteria. table 2. cri provisions to distinguish know concepts, misconceptions, and not understanding concepts answer criteria low cri (<2.5) high cri (>2.5) correct answer correct answer but low cri means not understanding the concept (lucky guess) correct answer and high cri means mastering the concept well wrong answer wrong answer and low cri means not understanding the concept wrong answer and high cri means misconception results and discussions analysis of student test results using the certainty of response index (cri) with questions in the form of open-reason multiple choices, the percentage of students' understanding is grouped into categories of understanding concepts well, understanding concepts but not sure, misconceptions and not understanding concepts for each item of question as many as 20 items and each indicator can be seen in table 3. students experienced a misconception in each point of the question given from numbers 1 to 20 with the largest percentage of misconceptions occurring in question number 2 which is 46%. here's a tabulation of student data understands, misconceptions and does not understand concepts. table 3. percentage of students based on cri (pre-test) index no sub-concepts no . percentage understand (p) misconception (m) don't understand (tp) 1 basic laws of 4 0 17 83 international journal of active learning 7 (1) (2022) 98 chemistry 17 19 34 47 18 23 29 48 20 32 42 26 average 18,5 30,5 51,0 2 relative atomic/molecular mass and mole concept 2 50 34 16 5 35 49 16 3 23 52 52 16 34 23 43 19 32 11 57 8 26 32 39 12 32 38 30 9 28 42 30 7 37 21 42 10 25 49 26 11 23 43 34 average 31,4 35,8 35,0 3 limiting reagents 1 0 17 83 6 28 26 46 13 12 23 65 14 21 47 32 15 25 31 44 average 17,2 28,8 54,0 overall average 22,37 31,70 46,67 category low keep keep the results of this pretest show that the level of student misconceptions in senior high school state 1 demak is still in the medium category. the problems that have the highest degree of misconception are in the subconceptions of relative atomic mass, relative molecular mass and the concept of moles. in the sub-concept of the basic laws of chemistry the largest percentage is in questions number 20 and 17 with a percentage of 42% and 34% respectively. furthermore, in the sub-concept of relative atomic mass/molecule and the concept of mol about 2,5,3,8,12,9,10, and 11 with the largest percentage of the number 3. the sub-concept of reagents limiting the highest percentage of misconception is contained in question number 14. overall the category of understanding (p) in this pretest is in the low category, misconceptions with a percentage of 31.70% of medium categories and do not understand the concept of 46.67%. table 4. percentage of students based on cri index (posttest) no sub-concepts no. percentage understand (p) misconception (m) don't understand (tp) 1 basic laws of chemistry 4 32 16 52 17 41 19 20 18 48 23 29 20 46 32 20 average 41,75 22,5 30,25 2 relative atomic/molecular mass and mole concept 2 68 27 5 5 55 25 20 3 50 20 30 16 43 23 34 19 59 10 31 8 41 26 30 12 48 30 22 international journal of active learning 7 (1) (2022) 99 9 47 28 25 7 67 13 20 10 55 25 20 11 47 23 30 average 52,72 22,72 22,45 3 limiting reagents 1 43 12 45 6 54 12 32 13 38 12 50 14 49 21 30 15 41 25 34 average 45,00 16,40 38,20 overall average 46,49 20,54 30,03 category keep low low the results of this posttest show that the level of student misconceptions at senior high school is still in the low category. the misconception with the largest percentage in this posttest is found in the indicator determining the relative atomic mass / relative molecule and the concept of mole with a percentage of 22.72%. the lowest misconception on the limiting reagent indicator with a percentage of 16.40. overall, the concept understanding criteria with an average of 46.49 are in the medium category, misconceptions with an average of 20.54 with low categories and do not understand concepts with a percentage of 30.0 it is in the low category. results in this posttest decreased in misconceptions and incomprehension of concepts in students. table 5. results of pretest and posttest misconception analysis no analysis pretest posttest decline/increase 1 understand concepts 22,37 46,49 24,12 2 misconceptions 31,70 20,54 11,16 3 not understanding the concept 46,67 30,03 16,64 table 5. explained that, in the analysis of concept understanding there was an increase of 24.12%, misconceptions decreased by 11.16% and in the analysis of not understanding the concept of students decreased by 16.64%. this proves that the stoichiometric concept module is able to reduce misconceptions in students by 11.16%. to find out the points of the problem that is perceived and the point of the problem that is not understood (do not understand) in groups can be seen from the cri value for the wrong answer associated with the fraction value. cris scores can be obtained from dividing the total cri score for the wrong answer by the number of students who answered the wrong question. as for getting fraction grades, namely by dividing the total students who answer correctly with the total of all students. fraction is the number of students who answer correctly, with fractional values can be known the number of students who answered incorrectly. table 6. is a tabulation of cris and f value data. table 6. cri values for incorrect answers (cris) and fractions (f) no sub-concepts question number pretest posttest cris f category cris f category 1 basic laws of chemistry 4 3,33 0,09 m 3,5 0,6 m 17 3,18 0,04 m 3,03 0,6 m 18 2,73 0,73 tp 2,63 0,42 m international journal of active learning 7 (1) (2022) 100 20 2,67 0,74 tp 3,48 0,71 tp 2 relative atomic/molecular mass and mole concept 2 2,28 0,11 m 2,87 0,24 m 5 2,77 0,68 tp 2,65 0,29 m 3 2,48 0,5 tp 2,98 0,35 m 16 2,63 0,36 m 3,18 0,65 m 19 3,25 0,4 m 2,69 0,88 tp 8 2,53 0,53 tp 2,73 0,53 m 12 2,59 0,88 tp 2,49 0,4 m 9 2,40 0,9 tp 2,38 0,9 tp 7 3,38 0,58 m 2,78 0,36 m 10 3,04 0,29 m 2,67 0,78 tp 11 2,92 0,68 tp 2,92 0,68 tp 3 limiting reagents 1 2,18 0,86 tp 2,38 0,9 tp 6 3,61 0,78 m 2,67 0,78 tp 13 3,48 0,71 m 2,87 0,41 m 14 2,58 0,84 tp 2,53 0,53 tp 15 2,25 0,85 tp 3 0,66 m the existence of fractional values is needed to analyze the point of the problem as a whole, between the many groups of students who answer right and wrong. if the cris value is above the threshold of 2.5 and the low fraction value (<0.5) then it can be decided that the question belongs to the category that is perceived. if the cris value is above the threshold of 2.5 even exceeds three with a high fraction value (>0.5) then the problem is still categorized as a question that students conceptualize. however, if the cris score is below the threshold of 2.5 and the value of the low fraction (< 0.5) or high (> 0.5) then the problem belongs to the category of questions that students do not understand. based on the explanation above, from table 6. it can be analyzed that students tend to experience misconceptions on each sub-concept of stoichiometry. based on the data, the results showed that the cri method was effective for analyzing students who experienced misconceptions. as for the grouping, the level of understanding of students is analyzed based on the level of understanding of individual students and the level of understanding of students in groups. students experience misconceptions or do not understand concepts can be distinguished by seeing whether or not the answer to a question and seeing the high or low index of certainty of answers (cri) that students provide so as to produce student percentage data based on answers and indices (cri) in the category of understanding, misconceptions, not understanding concepts. data from the results of the analysis can be used to obtain data on the next diagnosis interview. to find out the question items that students conceptualize and do not understand students can be known by calculating cri scores for incorrect answers then combined with fractional values that can be seen in table 6. percentage of students who understand concepts, misconceptions, and do not understand the concepts in each of the questions tested in table 1. it shows that of the 20 questions of each subcontract, there are still many that students are conceptualized and also many that students understand, while students who do not understand the concept are few. the description of student misconceptions in the first indicator is applying the basic laws of chemistry in chemical calculations occurs in lavoisier's law and lussac's gay law. misconceptions that occur in lavoisier's law there are several cases including, first the learner mentions that lavoisier's law reads "substances before and after reaction are the same", this is wrong, because if the sound of the law is so then no reaction occurs. so the correct sound of the law is "the mass of the substance before and after the reaction is the same". both peseta didik consider all reactions involving lavoisier's law then all substances will be used up reacting so that there will be nothing left. in fact, in a chemical reaction not always the mass of the reacting substance (reactant) will be exhausted entirely into the result of the reaction (product). the three learners considered the international journal of active learning 7 (1) (2022) 101 reaction index to be the reaction mass. lavoisier's law applies when the reaction index of the reagent is equal to the reaction index of the reaction result. the misconception that occurs in lussac gay law is that students solve questions about lussac gay law without involving lussac gay law so that there is a mistake in answering. the misconceptions that occur in the first indicator are caused by 1) the low ability of learners to understand the basic laws of chemistry, 2) the low interest in learning learners, 3) easy to memorize but do not understand its meaning, 4) the learning model used is still a conventional model. the picture of the student's consumption in the second indicator is calculating the relative atomic mass (ar) and relative molecular mass, the learner is mistaken in understanding the hydrating compound so that it affects when determining the mr of the hydrating compound. learners consider the dot separating the two molecules to mean times, so in looking for mr. from cuso4.5h2o by multiplying mr. cuso4 by mr. from 5h2o. as for the correct concept that hydrate compounds are compounds containing water crystals so that the molecular mass of hydrating compounds is the molecular mass of compounds added to the molecular mass of the crystalline water that binds to the compound. the factors that affect the student's misconceptions are a) the low ability of learners to understand the third indicator, b) the low interest of learning learners, c) the learning model used is still a conventional model. the perception of learners on the indicator converts the number of moles by the number of particles, mass and volume of the substance, learners consider that the relative molecular mass is influenced by the compound, even though the relative molecular mass is the result of the sum of the total atomic mass of each constituent element of the compound. factors that affect the student's misconceptions in the fourth indicator are, a) the low ability of learners in understanding basic concepts in terms of converting the number of moles with the number of particles, mass and volume of substances, b) low interest in learning learners, c) the ability to analyze learners is fairly low, d) learners memorize existing formulas, but do not know when the formula is applied so that students have difficulty in answering the questions that are given, e) the learning model used is a conventional learning model. misconception of learners in the last indicator is applying the use of the concept of mole to complete chemical calculations, learners misunderstand the notion of molality. this resulted in the wrong learners in writing the formula of molality. learners consider that the number of moles of solutes was in 1gram of pure solvent. in fact, if you want to use grams, it is equivalent to 1000 grams which means 1 kg of pure solvent. the misconception of learners that occurs in this indicator is influenced by 5 factors, namely, a) low learners' understanding of the concept of mole, b) low interest in learning learners, c) low ability of learners in analyzing problems, d) learners' ability to memorize formulas without understanding them, e) the learning model applied is a conventional learning model. the misconception of learners on the indicator explains the parts of a reaction equation, learners consider that the index of the compound is equal to the reaction coefficient. the correct concept is that the reaction coefficient in a reaction indicates the number of molecules in the reaction. the misconception of learners in the second indicator is influenced by several factors including, a) the low ability of learners to understand parts of the reaction equation, b) the low interest in learning learners, c) the learning model used is a conventional learning model. conclusion misconceptions are still found in all stoichiometric concepts, which include indicators of the basic laws of chemistry at pretest of 30.5% (medium)posttest 22.5% (low), relative atomic mass/molecule indicator and concept of mol pretest 35.5% (medium) and posttest 22.72 (medium), as well as calculation of limiting reagent stoichiometry at pretest of 31.70% (medium) and pretest international journal of active learning 7 (1) (2022) 102 22.72 (low). such misconceptions are caused because students master incomplete concepts and connect one concept with another with partial understanding, so students make incorrect conclusions. references hidayat, f. a., irianti, m., & faturrahman, f. (2020). analisis miskonsepsi siswa dan faktor penyebabnya pada pembelajaran kimia di kabupaten sorong. jurnal inovasi pembelajaran ipa, 1(1), 1–8. hughes, s., lyddy, f., & lambe, s. (2013). misconceptions about psychological science: a review. psychology learning and teaching, 12(1), 20–31. https://doi.org/10.2304/plat.2013.12.1.20 kartal, t., öztürk, n., & yalvaç, h. g. (2011). misconceptions of science teacher candidates about heat and temperature. procedia social and behavioral sciences, 15, 2758–2763. https://doi.org/10.1016/j.sbspro.2011.04.184 lestari, e. a., harjito, susilaningsih, e., & wijayati, n. (2021). analisis miskonsepsi menggunakan tes diagnosa. jurnal inovasi pendidikan kimia, 15(2), 2824–2830. maratusholihah, n. f., rahayu, s., & fajaroh, f. (2017). analisis miskonsepsi siswa sma pada materi hidrolisis garam dan larutan penyangga. researchgate.net. https://www.researchgate.net/profile/srirahayu16/publication/322156733_analisis_miskonsepsi_siswa_sma_pada_materi_hidroli sis_garam_dan_larutan_penyangga/links/5e58f5804585152ce8f51ab4/analisismiskonsepsi-siswa-sma-pada-materi-hidrolisis-garam-dan-larut monita, a. f., & suharto, b. (2016). identifikasi dan analisis miskonsepsi siswa menggunakan three-tier multiple choice diagnostic instrument pada konsep kesetimbangan kimia. quantum, 7(1), 27–38. patil, s. j., chavan, r. l., & khandagale, v. s. (2019). identification of misconceptions in science: tools , techniques & skills for teachers. aarhat multidisciplinary international education research journal (amierj), 8(2), 466–472. https://www.researchgate.net/profile/rajendrachavan/publication/331249277_identification_of_misconceptions_in_science_tools_techniques_skill s_for_teachers/links/5c78eff8458515831f7835f0/identification-of-misconceptions-in-science-toolstechniques-skills pine, k. j., messer, d., & st. john, k. (2001). children’s misconceptions in primary science: a survey of teachers’ views. international journal of phytoremediation, 19(1), 79–96. https://doi.org/10.1080/02635140120046240 rahmawati, y., widhiyanti, t., & mardiah, a. (2019). analisis miskonsepsi mahasiswa calon guru kimia pada konsep particulate of matter. jtk (jurnal tadris kimiya), 4(2), 121–135. https://doi.org/10.15575/jtk.v4i2.4824 sadhu, s., tima, m. t., cahyani, v. p., laka, a. f., annisa, d., & fahriyah, a. r. (2017). analysis of acidbase misconceptions using modified certainty of response index (cri) and diagnostic interview for different student levels cognitive. international journal of science and applied science: conference series, 1(2), 91. https://doi.org/10.20961/ijsascs.v1i2.5126 usu, n., rahmanpiu, & murhadi, m. a. (2019). analisis miskonsepsi siswa pada materi kesetimbangan kimia menggunakan tes diagnostik two tier multiple choice. jurnal pendidikan kimia fkip, 4(3), 226–237. utami, d. n., & wulandari, h. r. t. (2016). the use of astronomy questions as an instrument to detect student’s misconceptions regarding physics concepts at high school level by using cri (certainty of response index) as identification methods. journal of physics: conference series, 771(1). https://doi.org/10.1088/1742-6596/771/1/012027 waluyo, e. m., muchyidin, a., & ... (2019). analysis of students misconception in completing mathematical questions using certainty of response index (cri). in … : jurnal keguruan dan …. pdfs.semanticscholar.org. https://pdfs.semanticscholar.org/cc6a/4053b2baa86719ac66d4438b05c27be36daa.pdf wiwiana, w., hasri, h., & husain, h. (2020). analisis miskonsepsi peserta didik menggunakan certainty of response index (cri) pada materi stoikiometri. chemistry education review (cer), 4(2), 10. https://doi.org/10.26858/cer.v4i2.15784 attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55c05d09209d • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55bfca0fa631 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55c8b8fc2055 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55c5b8bf20b5 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 1 ijal 1 (1) (2016) international journal of active learning http://aseanjournals.com active learning through discussion in e-learning daru wahyuningsih  physics education, sebelas maret university, surakarta, indonesia info articles ___________________ history articles: received 23 august 2016 approved 1 september 2016 published 3 october 2016 ___________________ keywords: active learning, e-learning, discussion _______________________ abstract ____________________________________________________________ active learning is generally made by a lecturer in learning face to face. in the face to face learning, lecturer can implement a variety of teaching methods to make students actively involved in learning. this is different from learning that is actuating in e-learning. the main characteristic of e-learning is learning that can take place anytime and anywhere. special strategies are needed so that lecturer can make students play an active role in the course of e-learning. research in order to obtain the result that certain strategies can make an active student in course of e-learning was conducted using quasi-experimental research. this study is imposed on three courses in study program of physics education (program studi pendidikan fisika) of sebelas maret university (universitas sebelas maret) that are the geophysics, learning technology, and measurement courses. in all three subjects, the researchers apply a strategy and then analyzed the results through statistical data of each course of e-learning. based on the research, it is showed that students can conduct active learning by means of discussions in e-learning. how to cite ____________________________________________________________ wahyuningsih, d. (2016). active learning through discussion in e-learning. international journal of active learning, 1(1). © 2016 universitas negeri semarang  address correspondence: ir. sutami no. 36a, kota surakarta, jawa tengah 57126 e-mail: daruwahyuningsih@staff.uns.ac.id p-issn 2528-505x daru wahyuningsih / international journal of active learning 1 (1) (2016) 2 introduction lecturers manage learning a subject well with planning, organizing, actuating, and controlling and using the resources of learning resources or material, the learning method, and machines so that the learning objectives can be achieved effectively and efficiently. learning can be actuated by face-to-face, online, or blending of those the two (blended learning). online learning conducted by lecturers with the help of content management system (cms) software. devoted cms to learning is a learning management system (lms) such as moodle. literature review e-learning online learning is the learning with the aid of a special electronic system for learning, commonly called electronic learning and abbreviated with e-learning. e-learning has become a part of learning to help the face-to-face learning. e-learning helps the face-to-face learning, one of them is in terms of dissemination or distribution of course materials, homework or projects from teachers to learners as proposed by erdem & kibar (2014). the software that commonly used to spread information, learning materials or learning resources is called cms. cms that has more functionality than just share information is called lms. privileged lms is the availability of learning support facilities, namely the addition of learning resources such as text, pictures, and movies and addition of learning activities such as discussion and learning valuation. e-learning is the continous assimilation of knowledge and skills by adults stimulated by syncronous and asyncronous learning eventsand someteimes knowledge management output-which are authored, delivered, engaged with, supported, and administered using internet technologies (morrison, 2003). generally it is said that e-learning also helps the learning process that cannot be done by facetoface learning. blending between faceto-face learning and virtual learning will maximize the efforts of lecturer as a manager in achieving the learning objectives. a newly emerging trend in higher education is blendedlearning, the purposeful integration of traditional (i.e., facetoface) and online learning in order to provide educational opportunities that maximize the benefits of each platform and thus more effectively facilitate student learning (ayala, 2009). discussion in e-learning discussion is an instructional method that involves more than one person in the process. discussions are often used to solve the problem. the problem raised by the lecturer could be interesting for students to express their opinions. the problem raised by the lecturer can be a problem related learning materials. discussions can train students to think critically, find references, the courage to express opinions, and good communication. these skills adapted to the learning objectives of a course. in an lms, such as moodle, there is a facility that serves as a point of discussion. the facility is located in the additional facilities of the activity (add activity) called a forum. in the forum, lecturers can give the terms of discussion and themes or issues to be resolved by participants of the course. facility of forum provides the opportunity for each partisipant of the course to give an opinion on any opinions that have been there. such interactions can make students play an active role in every opinion there, both lecturers opinion and opinions of other students. addition of facilities in the forum of a moodle e-learning course is presented in figure 1. daru wahyuningsih / international journal of active learning 1 (1) (2016) 3 figure 1. the addition of forum in an e-learning of moodle. methods the used method is a quasi-experimental research. a quasi experiment is using the whole subject in the intact group for treatment, instead of using the subject taken at random as in experimental research. an intact groups or classes used in this study is three courses of physics education study program of sebelas maret university. the three courses are the geophysics, learning technology, and measurement courses. all three of these courses have classes in e-learning addressed http://elearning.uns.ac.id. examples of the homepage measurement subjects in http://elearning.uns.ac.id pages are presented in figure 2. figure 2. the front page of the e-learning course of measurement. result online learning that is commonly referred to electronic learning or e-learning by using lms provides an opportunity for lecturer, in addition to creating discussion spaces; it can also find statistical process these discussions. those facilities are not contained in the other cms. use of the facilities in the lms moodle discussion in http://elearning.uns.ac.id can be a means for active learning in e-learning in the three subjects mentioned above. home page of e-learning uns presented in figure 3 below. lecturer requires a specific strategy to get students active in the discussions in e-learning. provisions of discussion that used in this study are: 1. students who give answers / opinions early are better than the last. 2. students may answer / found more than one. 3. students are allowed to give opinions on the answer / opinion more than once. 4. students are more answers / opinion was better than that less or no answer / opinion. 5. lecturer gives the deadline for discussion, such as one week. pause discussion that is too short will make it difficult for students to find material answers / responses / opinions. figure 3. front page of e-learning sebelas maret university the provisions of the discussion above are applied in the third course, which is geophysics, instructional technology, and measurement subject in physics education studies program, sebelas maret university. a discussion in the measurement course is presented in figure 4 and figure 5. examples of discussion are presented in figures 4 and an example of the daru wahyuningsih / international journal of active learning 1 (1) (2016) 4 process of discussion is presented in figure 5 below. figure 4. an example of discussion in the measurement course. figure 5. an example of the discussions results in the measurement course. based on these studies, it is resulted that the provisions of the discussion will provide motivation for students to play an active role in the discussions. the active role of students in the discussion is an active learning undertaken by students in learning. conclusion based on the research, it can be concluded that the discussion could be the means of active learning in e-learning if it is actuated with the provisions of the discussion: 1. students who give answers / opinions early are better than the last. 2. students may answer / found more than one. 3. students are allowed to give opinions on the answer / opinion more than once. 4. students are more answers / opinion was better than that less or no answer / opinion. 5. lecturer gives the deadline for discussion. references ayala, jessica s .. (2009). blended learning as a new approach to social work education, the journal of social work education, journal of social work education, vol. 45, no. 2 (spring / summer) in http://rgpatrick.com/wpcontent/ uploads / 2011/11/2009-blendedlearning-and-sw.pdf accessed on may 9, 2014. erdem, mukaddes & kibar, pınar nuhoglu. (2014). students' opinions on facebook supported blended learning environment. tojet: the turkish online journal of educational technology january 2014, volume 13 issue 1: 199-206 in http://www.tojet.net/articles/v13i1/13118.p df accessed on august 26, 2014. morrinson, don. (2003). e-learning strategies: how to get implementation and delivery right first time. john wiley & sons ltd. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55cb3c622085 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55c68aeea625 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55c4ce2a2037 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55c76be020b5 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 23 ijal 1 (1) (2016) international journal of active learning http://aseanjournals.com students’ errors in reading indonesian poetry “aku” (i) in terms of articulation and stressing–intonation surastina surastina  higher education of teacher training and pedagogy pgri bandar lampung, indonesia info articles ___________________ history articles: received 24 august 2016 approved 19 september 2016 published 3 october 2016 ___________________ keywords: poetry, articulating, stressingintonation, indonesian primary student _______________________ abstract ____________________________________________________________ reading poetry aloud needs special skills, i.e articulating, stressing, and intonating skills, so that the poetry meaning can be well understood by listeners. those skills must be trained to indonesian primary student for achieving competencies standard in learning indonesian poetry. this research aims to describe the students’ common errors in reading a famous indonesian poetry entitled “aku” by chairil anwar. this study was conducted to 120 primary students in lampung province, indonesia which has been randomly chosen by using stratified random sampling technique. the result showed that most of students have low skills in reading poetry as indicated by high percentage of students doing errors. error in articulating was mainly caused by different student dialect, meanwhile error in stressing–intonation were affected by low ability in interpreting poetry and their tendency in reading with spesific pattern. this findings can be used as a reference to evaluate student skills in reading indonesian poetry. how to cite ____________________________________________________________ surastina, s. (2016). students’ errors in reading indonesian poetry “aku” (i) in terms of articulation and stressing–intonation. international journal of active learning, 1(1). © 2016 universitas negeri semarang  address correspondence: st. khairil anwar no. 79, bandar lampung 35116, indonesia e-mail: stkip.tina@gmail.com p-issn 2528-505x surastina surastina / international journal of active learning 1 (1) (2016) 24 introduction reading poetry aloud is a way to appreciate poetry as a literary arts (schillinger et al., 2010). the reader will try to identify, understand, and think critically about the meaning inside poetry (cahnmann, 2003; mclaughlin & devoogd, 2004; piirto, 2002). those appreciation process should be promoted by readers’ desire to criticize, response, and appreciate the poetry content. therefore, better someone in reading poetry aloud leads to better appreciation by readers or listeners (ellis et al., 2003; athanases, 2005; schillinger et al., 2010; novak, 2012). there are some existing steps to read poetry aloud appropriately, 1) analyze the meaning inside to determine the feeling (happy, sad, spirit, and so on); 2) determine the interlude of poems; 3) determine which part of the poem with fast or slow intonation (pound, 2009; gordon, 2010); 4) articulate vowels and consonants clearly (kuiken et al., 2004); 5) show body gestures to emphasize the impression (raingruber, 2009). according to the steps, articulating, stressing, and intonating are the important skills in reading poetry appropriately. articulating is one of important skills in poetry reading (durham, 1997; faver, 2008; juel & minden-cupp, 2000; koriat et al., 2002; rasinski, 2006) that has to adjust with the standard phoneme applied in a country. in the context of indonesian poetry, articulation has also be adjusted by indonesian standard phoneme. there are 28 phonemes consisting of 6 vowel and 22 consonant phonemes. those vowels are /a/i/u/e/o/e'/, and consonant are /b/p/d/t/g/k/f/z/s/ /sy/kh/h/j/c/m/n/ny/ng/r/l/w/y/. error in pronouncing phoneme potentially cause error in words articulation. for example, phoneme /f/ should not be pronounced by the phoneme /p/ or /v/. the other skill that must be mastered in reading poetry aloud is stressing because improper stressing lead to different meaning (winters, 1951; ariail & albright, 2005; greene et al., 2010). by giving various stressing, it will get easier for listener to interprete the poetry meaning conveyed by reader or writer. besides stressing, intonation skills can not be ignored in reading poetry (hadaway et al., 2001; middleton, 2005; rasinski, 2006). there are three types of intonation in poetry reading : 1) dynamic intonation, that is stressing on the important words; 2) tone intonation, that is high or low stressing. high intonation describe the joy, anger, amazement, and so on. meanwhile, low intonation express sadness, doubt, despair, etc. ; 3) tempo intonation, that is slow or fast in pronouncing syllable or word (muslich, 2008). errors in intonation arises a striking difference in interpreting poetry. a good poetry reader always consider stressing properly in reading poetry aloud. then, articulation and stressing– intonation are a prerequisite knowledges in reading poetry aloud. articulating and stressing–intonation skills are important to be mastered by indonesian primary student for achieving competency standard in poetry learning. poetry learning in school is expected to contribute in fostering the spirit of indonesian young poet. based on indonesian national curriculum, the competency requires student to read poetry aloud by using rhythm, volume, expression, and kinestetic that suitable with the meaning of poetry (ktsp, 2006). by learning to read poetry aloud, students are expected to appreciate and interpret poetry for literary arts instruction and also take the lessons of it. however, research by the progress in international reading literacy study (pirls) found reading ability of indonesian primary students is very low, which was ranked at 42 of 45 countries (mullis et al., 2012). especially in reading poetry, most of indonesian primary student are less able to read appropriately (kosmasari, 2014; martha, 2011; sunaryo, 2011) that caused by lack interest of it. this disparity potentially lead to indonesian youths who are less appreciate poetry as a literature arts. therefore, investigation of indonesian students ability in reading poetry is very important. one of the most commonly taught poetry in indonesian school is “aku” (i) by chairil surastina surastina / international journal of active learning 1 (1) (2016) 25 anwar who is perhaps the indonesian poet best known among westerner. as johns (1964) said “chairil describes himself as a wild beast, rejected by his peers. true, he wants to live a thousand years, but in his own way, fighting to tear down the props of hypocrisy that shore up the rotten facade of daily life and exulting in his own lack of involvement in them”. although the poetry “aku” is very popular and taught in almost all grades in indonesia, students still have difficulty in reading poetry aloud properly. in this study, the students’ common errors in reading poetry "aku" will be revealed in terms of articulation and stressing–intonation aspects. this information is expected to be used as a reference for improving the competency of indonesian students in appreciating poetry. methods this study is a descriptive research to get a detail information about common mistake of indonesian primary student in reading poetry “aku”. this descriptive research was conducted to 120 primary students in lampung province, indonesia which has been randomly choosen by using random sampling. based on this sampling technique, each of population member have a same opportunity to be choosen as a research subject. all of sampling process was performed in a single step and each subject was independently choosen of the other member of the population. data of students errors was divided to articulation and stressing–intonation error, that was collected by using performance test and video recording. each sample was asked to read poetry aloud in front of the class, then students performance was recorded to evaluate their errors in articulating and stressingintonating aspects. students who make error was deeply interviewed to find out the reason why they do the mistakes. main points of questions that has to be answered by student in depth interview process includes (1) language used in daily life conversation, (2) the meaning contained based on their personal interpretation, (3) intonation pattern in each lines of poetry. result and discussion the full version of poetry “aku” (i) is presented below: aku (chairil anwar, 1943) kalau sampai waktuku ku mau tak seorang 'kan merayu tidak juga kau tak perlu sedu sedan itu! aku ini binatang jalang dari kumpulannya terbuang biar peluru menembus kulitku aku tetap meradang menerjang luka dan bisa kubawa berlari berlari hingga hilang pedih peri dan aku akan lebih tidak peduli aku mau hidup seribu tahun lagi! (indonesian version) i (translation burton raffel) when my time comes i want to hear no one's cries nor yours either away with all who cry ! here i am, a wild beast driven out of the herd bullets may pearce my skin but i'll keep on carrying forward my wounds and my pain attacking until suffering disappears and i won't care anymore i want to live another thousand years (english version) the meaning inside of poetry needs to be interpreted and appreciated well by listeners. misinterpretation of meaning can be caused by errors in reading aloud, especially in giving articulation and stressing–intonation. articulation error the wrong articulated words in poetry “aku” refers to the indonesian standard phoneme showed by table 1. surastina surastina / international journal of active learning 1 (1) (2016) 26 table 1. table 1. sentence containing errors in articulating sentences wrong articulated words stanza and line percentage biar peluru menembus kulitku biar becomes piar stanza: 2 line: 3 60,80% tak perlu sedu sedan itu perlu becomes berlu stanza: 1 line: 4 44,17% luka dan bisa kubawa berlari luka becomes leka, and kubawa becomes kebawa stanza: 3 line: 1 42,50% dan aku akan lebih tidak peduli dan aku becomes denaku stanza: 3 line: 3 55,83% as shown in table 1, there are 60.80% of students doing error in articulating phoneme /b/ in word biar becomes /p/, so that it will affect to the changes of its lexical meaning. referring to indonesian dictionary (kbbi, 2005: 146), biar is a connecting words to express unconditional things. meanwhile, the word piar certainly has no meaning.. the word biar in sentence biar peluru menembus kulitku (bullets may pearce my skin) is intended to the poets’ ingnorance in ironic situation. there are 44.17% of students pronounce phoneme /p/ become /b/ in word perlu in sentence tak perlu sendu sedan itu (away with all who cry). it will differentiate and change meaning in the first stanza. lexically, perlu means butuh (need). then, this error cause these sentence will not be conveyed properly to the listener. this result may be explained by the fact that two phonemes are indeed at one point articulator and also in the same category as the bilabial phoneme sounds which have similiar sound. this error might be influenced by dialect used in everyday language when they communicate. error in articulation was also found in pronouncing phoneme /u/ becomes /ә/ on word luka (wounds) and ku bawa (shall i take) performed by 42.50% of students. it changes lead to significant differences in meaning. lexically, luka (wounds) means lecet (ruptured, injuries, abrasions, etc.) meanwhile, leka has no meaning. moreover, word ku bawa (shall i take) means memegang (hold or lift something while walking or moving from one place to another) but kebawa has a meaning in daily life as carried away accidentally (kbbi, 2005: 687). the word ku on the sentence luka dan bisa ku bawa berlari (wounds and poison shall i take aflee) shows the poet does not afraid to take any consequences in achieving his goals and ideals situation. the last error in articulating was found in pronouncing word dan (and) and aku (i) in the sentence dan aku lebih tidak peduli (and i should care even less) becomes denaku. those words has to be read separately. however, there are 55,83% of students read it rapidly, so that it seems sounds as denaku that has no lexical meaning in indonesian. depth interview result showed that the students’ articulation error is due to the influence of dialect, idiolect, and incapability in giving interlude. the research sample comes from different ethnics in indonesia such as lampungnese, javanese, sundanese, and semendonese. in daily life, they prefer to communicate using their local language than national indonesian language which affect the way to articulate phonemes and also words. stressing–intonation error below are the right stressing–intonation for full version of poetry “aku”, that presented in dynamic tone pattern (bolinger, 1989): surastina surastina / international journal of active learning 1 (1) (2016) 27 note: [ ΄ ]: hard stressing [ ` ]: low stressing [ ˉ ]: moderate stressing figure 1. full version of poetry “aku” presented in dynamic tone pattern (bolinger, 1989): in poetry reading, stressing-intonation gives tone variations to distinguish the purpose of sentence. by appropriate stressing-intonation, readers can distinguish the meaning of a word and the purpose of a sentence. some students’ error in terms of stressing–intonation are showed by table 2. table 2. percentage of students who make mistakes in stressing–intonation error stanza and percentage line ku mau tak stanza: 1 line: 2 21.67% kau stanza: 1 line: 3 25.00% aku jalang stanza: 2 line: 1 34.17% terbuang stanza: 2 line: 2 41.67% menembus kulitku stanza: 2 line: 3 50.00% luka bisa stanza: 3 line: 1 63.33% aku hidup lagi stanza: 3 line: 5 92.50% students’ common errors in stressing– intonation as showed in table 2 are described below: a. ku mau tak seorang kan merayu (i want to hear no one's cries) this sentence show that the poet really dont want to be affected by any persuasion from anyone to reach his goals. referring to the meaning, students have to give high stressingintonation on word mau and tak (as and ). it is because chairil has strong desire and passion (related to sentence no.1). however, there are 21.67% of students give low stressing– intonation on word mau (as ) and flat intonation on word tak. this error will certainly cause misinterpretation for listeners or may can be perceived that the poet did not too serious to reach his ambition. based on interview result, they feel confuse to give high or low stressingintonation, and used to follow their feeling and habit in reading poetry. b. tidak juga kau (nor yours either) the word kau is the key word to get best representation about the purpose of this sentence and the meaning of a whole poetry. this surastina surastina / international journal of active learning 1 (1) (2016) 28 sentence was intended to describe how chairil does not care anyone including the most cruel and feared authority, he will continue to reach his goals. it is clear that this sentence should be read as with no interlude between word tidak and juga, then the word kau should be given very high stressing-intonation than the others. however, the results showed that there are 25.00% of students make error by giving interlude and hard stressing on word tidak juga. this error because they used to speak louder when pronounce word tidak (no) to emphesize a prohibition according to their daily life. interestingly, students give low stressing on the words kau. this error will certainly not give the impression that the poet did not afraid of anyone, instead low spirit of poet. c. aku ini binatang jalang (here i am, a wild beast) the poet ilustrated himself as a wild beast because he want to be an independent man without anyone who can affected him in reaching his goals (the independence of indonesia). therefore, the sentence aku ini binatang can be read rapidly in flat intonation and no interlude, then word jalang has to be read with very high stressing to affirm that he is absolutely independent. however, there are 34.17% of students agreed to put high stressingintonation on the word aku, and low on word jalang. depth interview result showed that students pay more attention to sentence textually than the meaning contained. according to their interpretation, the poet wants to show his pride and super confidance, so that the word aku should be read with high stressing-intonation. moreover, they also assume that word jalang does not need stressing because it is only an adverb of word binatang. d. dari kumpulannya terbuang (driven out of the herd) by this sentence, chairil claims himself as a member of opposition group, so he and friends as a discriminated group. therefore, the sentence has to be read in flat without interlude then pitch rise on word terbuang. however, it was such a habit that students (41.67%) read poetry with low stressing-intonation in the end of sentence. in depth interview, they argue that word terbuang describe the poet come from marginal group and being desperate, so it must be read with low voice and low tone. e. biar peluru menembus kulitku (bullets may pearce my skin) there are half of sample (50,00% of students) misled by the diction used in this sentence. students pay more attention to sentence textual than the meaning contained. they assumed that words menembus kulitku contain negative connotation with extreme pain, so they give low stressing-intonation on it as . however, that words has to be read with high stressingintonation (as ) to show chairil have a great spirit to fight for his goals. he does not care anything though he will feel the pain in his fight. f. luka dan bisa kubawa berlari (carrying forward my wounds and my pain) this sentence mean chairil will not stop, he will keep moving, and struggling to reach his goals eventhough he will feel the deadly pain (indicated by words luka dan bisa). therefore, it has to be read with low stressing-intonation on words luka dan bisa to show painful, and high stressing-intonation on words kubawa and berlari to give the impression of everlasting spirit . however, 63.33% of students can not understand about the meaning. they assume that luka dan bisa must be read in loud to show how much pain will be felt by the poet. otherwise, words kubawa and berlari was read in low stressing-intonation as their feeling and habit in reading the end of sentence in poetry. g. aku mau hidup seribu tahun lagi (i want to live another thousand years) this poetry was closed by the sentence aku mau hidup seribu tahun lagi that shows spirit of the poet which never goes out in reaching his goals, it has to keep and be continued by next generation. to have that meaning, this sentence need to be read with high stressing-intonation on word hidup to show chairils’ sincerity to keep fighting and also on word lagi to show there is a unfinished mission. however, there is 92.50% of students read it in different ways. they give high surastina surastina / international journal of active learning 1 (1) (2016) 29 stressing-intonation on word aku dan low on words hidup and lagi. they believe that every word aku in this poetry has to be showed up with high stressing-intonation in reading, but hidup and lagi was read with low intonation to indicate the end of poetry. based on the data and description above, it can be understood that most of students do not capable to use right stressing-intonation to describe meaning and purpose of poetry. depth interview gives several information about factors that cause students’ error in giving stressingintonation. first, students used to read poetry using pattern or in reading poetry. second, some students give more focus on sentence textually without consider the meaning. third, student give wrong interpretation, that caused by their experience and habit in using daily language. conclusion from the research, it can be concluded that there are many errors of articulation and stressing–intonation in reading the poetry “aku” by chairil anwar. students who did mistakes seem unable to understand and appreciate well the meaning of poetry. different dialect used in their daily life communication caused students’ error in articulation, meanwhile stressing– intonation errors more affected by students incapability in understanding the meaning of poetry and their tendency in reading with spesific pattern. data of students’ errors presented in this research are the most common and frequently errors done by indonesian primary students in reading poetry, especially poetry “aku”. therefore, this data can be used as a teachers’ guideline to evaluate students’ competency in reading poetry. references ariail, m., & albright, l. k. (2005). a survey of teachers’ read-aloud practices in middle schools. literacy research and instruction, 45(2), 69–89. athanases, s. z. (2005). performing the drama of the poem: workshop, rehearsal, and reflection. english journal, 95(1), 88-96. bolinger, d. (1989). intonation and its uses: melody in grammar and discourse. stanford university press. cahnmann, m. (2003). the craft, practice, and possibility of poetry in educational research. educational researcher, 32(3), 29–36. durham, j. (1997). on the time and poetry. the reading teacher, 51(1), 76–79. ellis, l., gere, a. r., & lamberton, l. j. (2003). out loud: the common language of poetry. english journal, 93(1), 44–49. faver, s. (2008). repeated reading of poetry can enhance reading fluency. the reading teacher, 62(4), 350–352. gordon, j. (2010). what is not said on hearing poetry in the classroom. english teaching: practice and critique, 9(3), 40–52. greene, e., ave, l., knight, k., & rey, m. (2010). automatic analysis of rhythmic poetry with applications to generation and translation. proceedings of the 2010 conference on empirical methods in natural language processing (emnlp’10), (october), 524–533. retrieved from http://www.aclweb.org/anthology/d10-1051 hadaway, n. l., vardell, s. m., & young, t. a. (2001). scaffolding development oral language through poetry for students learning english. the reading teacher, 54(8), 796–806. juel, c., & minden-cupp, c. (2000). learning to read words: linguistic units and strategies. reading research quarterley, 35(4), 458–492. koriat, a., greenberg, s. n., & kreiner, h. (2002). the extraction of structure during reading: evidence from reading prosody. memory & cognition, 30(2), 270–280. kosmasari, n. f. 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(2010). poetry immersion: reading, writing and performing with primary students. english in education, 44(2), 110–125. sunaryo, h. 2011. pembelajaran sastra kreatif produktif dalam konteks multikultur bagi peningkatan keterampilan membaca puisi di smp kota malang [creative productive literature learning in multicultural context for enhancing poetry reading skill at primary school kota malang]. jurnal penelitian pendidikan, 12(2),133–143. winters, y. (1951). the audible reading of poetry revisited. the hudson review, 4(3), 433–447. attention required! | cloudflare please enable cookies. sorry, you have been blocked you are unable to access unnes.ac.id why have i been blocked? this website is using a security service to protect itself from online attacks. the action you just performed triggered the security solution. there are several actions that could trigger this block including submitting a certain word or phrase, a sql command or malformed data. what can i do to resolve this? you can email the site owner to let them know you were blocked. please include what you were doing when this page came up and the cloudflare ray id found at the bottom of this page. cloudflare ray id: 7fbf55c5abcf2055 • your ip: click to reveal 129.74.145.123 • performance & security by cloudflare 20 ijal 1 (1) (2016) international journal of active learning http://aseanjournals.com learning strategy of role playing in the material submission of the nuclear power application environmental physics subjects budi legowo  learning system development center institution of development and quality assurance of education, sebelas maret university, indonesia info articles ___________________ history articles: received 4 august 2016 approved 19 september 2016 published 3 october 2016 ___________________ keywords: role playing, nuclear power, environmental physics _______________________ abstract ____________________________________________________________ establishment controversy of the nuclear power plant (npp) that is delivered in the environmental physics course of department of physics of faculty of mathematic and natural science of sebelas maret university use the role playing strategy. this strategy brings active student playing the role of the government (policy makers), a group of scientists (neutral) and community groups who refused. literature studies and group discussions conducted by its students to summarize back knowledge of nuclear power plants, according to the role that will be presented in lectures. the course made in the form of an open debate, where the lecturer acts as a moderator / facilitator. this strategy encourages students to hone the skills of independent learning (individual or group) and can help students to appreciate his knowledge either in small discussion (group) as well as the delivery of openly (public debate). how to cite ____________________________________________________________ legowo, b. (2016). learning strategy of role playing in the material submission of the nuclear power application environmental physics subjects. international journal of active learning, 1(1). © 2016 universitas negeri semarang  address correspondence: ir. sutami no. 36a, kota surakarta, jawa tengah 57126 e-mail: pakbeel@staff.uns.ac.id p-issn 2528-505x budi legowo / international journal of active learning 1 (1) (2016) 21 introduction utilization of nuclear power as an alternative source of power generation is one of the principal subjects of the studies in environmental physics at the department of physics, science faculty of sebelas maret university [1]. after following the subject of this study, students are expected to be a source of information about aspects of the benefits and dangers of nuclear power plants. students as information agent is expected to animate really one aspect of the use of nuclear power, both as part of the general public as well as professionals in physics, so it can convey their knowledge with the appropriate expected [2]. the amount of the principal aspects of the npp utilization study and see the level of intended learning outcomes, the chosen strategy role play in the collaborative learning approach centered on the students delivered in one session class. this strategy is not only to encourage students in the course of game, but to actively engage students according to the learning outcomes that have been obtained previously [3]. strategy role play role play is a learning strategy that can encourage students to play a role with regard to the basic study that will be presented, social issues and science / inexact [4]. planning role play is began by dividing the class according the group's role will be run. strategies of searching for information applied early in the session to allow time for students to find material or information that related with discussion material. role playing made in an appropriate atmosphere or close to real conditions in the form of debate or open discussion [3]. the evaluation is based on aspects of teamwork in preparing material, express opinions and gives rebuttal constructive discussion. rating activity participants involved in role playing on using the ask with the cards method. role play in the basic study of npp strategy of role play in the basic study of npp begins by dividing the students into groups of people who reject nuclear power plant, a group of scientists and policy makers group. furthermore, students are assigned for one week searching for information to support the role that will be presented and prepared in the form of scientific manuscripts, posters, banners and other forms that can be used to strengthen the argument in playing a role [3]. face-to-face phase is held outdoors to create an open atmosphere for the students. furthermore, each group gathered in a u-shape format [2] with the lecturer is in front of the forum as a moderator. in turn, each group is given the opportunity to express their exposure to the material followed by a group discussion and open debate. peer assessment carried out on the product packaging information played a supporting role. the cohesiveness of the group in the expression and or refutation of topics presented also an evaluation item. the ask with cards strategies is used to facilitate individual assessment. students are asked to prepare a small card bearing the student identification number in a certain amount, and submitted to the lecturer (moderator) each time doing activities that are constructive for playing a role. lecturers provide information on the card according to the assessment activities carried out, including the achievement of competence which is reflected from exposure, denial and or other supporting arguments. discussion role play strategy commonly used in social learning requires students because it is capable of playing the role of civil society [5]. the utilization of nuclear power as an alternative source of electrical power is very closely related to the social aspect. distrust of policymakers, unprofesional experts and the missing information caused antipathy attitude towards the application of a technology. budi legowo / international journal of active learning 1 (1) (2016) 22 role play can encourage students to be critical with the appropriate knowledge base of scientific arguments that are constructed from other supporting subjects. students in the role as a component of any society must know the social background of the people who played so knowing full well the benefits and dangers of the use of nuclear power as an alternative source of electrical power so as to convey scientific arguments based on knowledge of physics owned. learning strategy is to encourage the students to reconstruct the knowledge of nuclear technology obtained in the course, and or information that is widely available outside the lecture. conclusion role play strategy could encourage students to hone their ability of self-motivated learning (individual or group) and can help students to convey knowledge of nuclear physics both in small discussion (group) as well as the delivery of openly (public debate). the ask with cards strategy is used in the implementation of role play in order to be easier to measure of learning outcomes stages. assessment of learning outcomes can be done in group form of the repackaging of information or as individuals to see the activity in the classroom. references anonim, 2015, buku kurikulum program studi fisika fakultas mipauns, fmipa-uns, surakarta handono a dan legowo b, 2004, rencana pembelajaran semester fisikalingkungan, program studi fisika, fmipa-uns ,surakarta silber man, 1996, active learning-101 strategies to teach any subject, simon&scuxter company needham height, massachustess davidson, n., 1991, cooperative learning in mathematics: a handbook for teacher., addison-wesley, menlo park james w. fitzgibbon, thomas l. thomson, design role-playing at the school of architecture, journal of architectural education, vol. 23, no. 4 (oct., 1996), pp.36-39 5 ijal 1 (1) (2016) international journal of active learning http://aseanjournals.com enhancing student’s english proficiency through experiential learning ike anisa  universitas widya dharma klaten, indonesia info articles ___________________ history articles: received 14 august 2016 approved 27 september 2016 published 3 october 2016 ___________________ keywords: experiential learning, enhance english proficiency _______________________ abstract ____________________________________________________________ in teaching english the method which is used should be communicative and suited to the students‟ characteristics. it is aimed to create the teaching learning process which is interesting and comforting to the students so that they can reach the learning goal and english becomes a more attractive subject for them. from the reason above, experiential learning method could be as the solution. experiential learning method can be used in teaching english to make the teaching learning process much interesting and fun. it will enhance students‟ interest in learning process in the classroom, because the circumstances become more interesting. it is suitable with the students who are like to be active so experiential learning can be helpful in teaching english. experiential learning is so effective to enhance the student‟s english proficiency because it‟s a process of learning by doing. experiential learning is also a fun way to learn life skills. the students will have fun while they learn and this makes learning more effective and long lasting. how to cite ____________________________________________________________ anisa, i. (2016). enhancing student‟s english proficiency through experiential learning. international journal of active learning, 1(1). © 2016 universitas negeri semarang  address correspondence: ki hajar dewantara, klaten utara, kabupaten klaten, 57400 e-mail: ikeanisa@yahoo.com p-issn 2528-505x ike anisa / international journal of active learning 1 (1) (2016) 6 introduction in indonesia, english is the first foreign language which is taught formally from the junior high school to the university level. however, nowadays, english is taught in some elementary schools, and even in the lower level such as kindergarten and play groups. it means children are introduced to english earlier. it is hoped that they will learn english more naturally as they learn their mother tongue, besides it will be the basis for the students to learn english in the higher level. to teach english, teachers will face some problems during the teaching learning process. even though, teachers have their own priority to manage their classroom, as richards states “teachers have primary responsibility for how they teach; they may assume very different roles within their own classroom (1994: p. 97).” so, teachers should make their classroom more comfortable and interesting. here, problems always occur when teaching english is applied. there are some psychological barriers from the students: they feel shy and afraid to ask the teacher if they find a difficulty. these problems may give a great influence to their learning process. from the reason above, experiential learning could be the solution. experiential learning method can be used in teaching english to make the teaching learning process much interesting and fun. it will enhance students‟ interest in learning process in the classroom, because the circumstances become more interesting. it is suitable with the characteristics of the students who are like to be active in learning english so experiential learning can be helpful in teaching english. experiential learning is learning through reflection on doing. here, experiential learning focuses on the learning process for the individual. keeton and tate (in brown, 2000: p. 239) state: “ the learner is directly in touch with the realities being studied. it is contrasted with learning in which the learner only reads about, hears about, talks about, or writes about the realities but never comes in contract with them as part of the learning process … it involves direct encounter with the phenomenon being studied rather than merely thinking about the encounter or only considering the possibility of doing something with it.” according to brown (2000: p. 238) experiential learning includes activities that engage both left – and right – brain processing, that contextualize language, that integrate skills, and that point toward authentic, real world purposes. it means that experiential learning is constructivist learning, where students are active learners, constructing their own knowledge, rather than observing the demonstrative behavior of a teacher. because experiential learning is active learning, students more readily understand what they are learning and thus retain the knowledge to a greater degree than when merely having information presented to them by another. the hands-on nature of experiential learning is highly motivating for students. such learning may involve one or more of the following instructional strategies: from the model of experiential learning above one of the examples is field trips, here we can borrow students going to the zoo and learning through observation and interaction with the zoo environment, as opposed to reading about animals from a book. thus, one makes discoveries and experiments with knowledge firsthand, instead of hearing or reading about others' experiences. another example of experiential learning is playing game and learning through it. students usually like playing and game is effective way to discover and experiment everything in their surrounding and it also an effective way to teaching english for the students. game is basically a play governed by rules. playing just to pass the time will not have the same effect. to make simply activity into a game just give a couple of rules. one of the rules, and probably the main one, is the achievement of an objective. this objective can be something like making points for correctness or finishing an activity first. games must have a ike anisa / international journal of active learning 1 (1) (2016) 7 beginning and an end. it must be easy for the players, or the teacher, to know who is about to reach the aim. this make the activity more attractive. there are many types of games. not all games are the same. more than one of the categories listed here may sometimes apply to a game: 1. cooperative games in this type of games, the main action is centered in trying to reach the aim in cooperation. this type of game is excelent to encourage the shy students, since it requires the participations of all member of a team, group or pair. 2. competitive games as the same indicates, in this type of game thereis an overt competition between teams,or sometimes of an individual against the rest of the class. 3. communication games the main objective in this type of game is getting the message over to other players and reacting appropriately to their message. 4. code-control games this type of game requires the students produce correct language: structures, spelling, pronunciation, etc. role plays is also used in teaching vocabulary because most educators understand the important role experience plays in the learning process. a fun learning environment, with plenty of laughter and respect for the learner's abilities, also fosters an effective experiential learning environment. it is vital that the individual is encouraged to directly involve themselves in the experience, in order that they gain a better understanding of the new knowledge and retain the information for a longer time. brown (2000: p. 238) highlights for us that experiential learning is giving the students concrete experiences through which they “discover” language principles by trial and error, by processing feedback, by building hypotheses about language and by revising these assumptions in order to become fluent. using experiential learning in teaching vocabulary can be fitted to the real situation in the classroom. to be said knowing vocabulary, students have to know the meaning, the spelling, the pronunciation, and the use of the words. in order to equip the students in those four aspects. in experiential learning, immediate personal experience is seen as the focal point for learning, giving „life, texture, and subjective personal meaning to abstract concepts and at the same time providing a concrete, publicly shared reference point for testing the implications and validity of ideas created during the learning process ( kolb in nunan 1993: p. 14). here, in grasping experience some of us perceive new information through experiencing the concrete, tangible, felt qualities of the world, relying in our senses and immersing ourselves in concrete reality. others tend to perceive, grasp or take hold of new information through symbolic representation or abstract conceptualization – thinking about, analyzing, or systematically planning, rather than using sensation as a guide. similarly, in transforming or processing experience some of us tend to carefully watch others who are involved in the experience and reflect on what happens, while others choose to jump right in and start doing things. the watchers favor reflective observation, while the doers favor active experimentation. here, kolb (in nunan, 1993: p. 16) figures the general theoretical model of experience into four stages of orientation to learning: concrete experience, abstract conceptualization, reflective observation, and active experimentation. 1) concrete experience with an involvement in personal experiences and an emphasis on feeling of over thinking. this is an „artistic‟ orientation relying on intuitive decision-making. 2) abstract conceptualization using logic and a systematic approach to problem-solving, with an emphasis on thinking, manipulation of abstract symbols and a tendency to neat and precise conceptual system. 3) reflective observation ike anisa / international journal of active learning 1 (1) (2016) 8 focusing on understanding the meanings of ideas and situations by careful observation, being concerned with how things happen by attempting to see them from different perspective and relying on one‟s own thoughts, feeling and judgment. 4) active experimentation with an emphasis on practical applications and getting things done, influencing people and changing situations, and taking risk in order to accomplish things. according to the model above, experiential learning is seen as four basic stages. thus, simple everyday experience is not sufficient for learning. it must be observed and analyzed consciously. it can be argued, that theoretical concepts will not become part of the individual‟s frame of reference until they have been experienced meaningfully on a subjective emotional level. reflection plays an important role in this process by providing a bridge between experience and theoretical conceptualization. the process of learning is seen as the recycling of experience at deeper levels of understanding and interpretation. this view entails the idea of lifelong learning. in conclusion, experiential learning will give a significant contribution to the success of teaching learning process. they have a great power in motivating and stimulating the students. the teacher, therefore, is encouraged to use experiential learning in teaching the students, especially to young learners to teach vocabulary. in the classroom the teacher and students take on roles similar to that of the parent and child respectively. teacher introduces the learners to the topic and covering basic material that the learner must know beforehand. the activity may be a simple game, simulation or may involve more complex grammar and more detailed scenarios. experiential learning can be used to practice and teach various things. it is well suited to teaching classroom language and other vocabulary connected with actions. it can be used to teach imperatives and various tenses and aspects. it is also useful for role plays. (http://projects.coe.uga.edu/epltt/index. php?title= experiential learning#weaknesses.2fcriticisms). experiential learning is largely about movement. by introducing the learners‟ knowledge to the topic, they learn verbs and many kinds of nouns, learning increases and stress decreases. however, it is recognized that experiential learning is most useful for beginners, though it can be used at higher levels where preparation becomes an issue for the teacher. it does not give students the opportunity to express their own thoughts in a creative way. the following are some steps to integrate experiential learning in the classroom: a. aspect of meaning 1) teacher explains in native language about the rule of experiential learning by introducing the topic, that is the students just listen and need not to speak at first. they have to act out the commands from the teacher. 2) teacher asks some students to come to the front of the room and sit with her/him in chairs that are lined up facing the other students. other students listen and watch. 3) teacher gives some nouns and various commands beginning with verbs while doing them together with some students. 4) teacher allows the students to mention the words and to do the instructions. 5) then, teacher asks one of the students to mention and perform the instructions alone. 6) teacher approaches the other students who have been sitting observing her/him and the volunteers and gives the same commands. 7) the students follow the teacher‟s action. 8) after the students master the instructions and some nouns, the ike anisa / international journal of active learning 1 (1) (2016) 9 teacher gives the new ones as the steps above. 9) teacher turns to the rest of the class and gives the commands randomly to the students. 10) the last step, teacher writes the new commands on the blackboard. each time she/he writes a command, she acts it out. 11) the students copy the sentences from the blackboard into the notebooks. b. aspect of spelling 1) the teacher asks the students to write the words and the instructions on the board. 2) the teacher asks students to spell the words along with her. 3) the teacher asks the students randomly to spell the words alone. c. aspect of pronunciation 1) the teacher asks a student to play the game and practice the dialogue. 2) then, the students play the games and practice the dialogue. 3) from the first student, teacher can check the pronunciation, and from the second student, teacher can check whether the meaning is correct. d. aspect of using word 1) the teacher asks the students to make new imperative sentences spoken or written using the same words on the board. 2) the teacher asks the students to practice using their sentences. kolb in nunan (1993: p. 24-25 proposes that there are some strengths of experiential learning which enable students to improve their achievement. the strengths are as follows: 1. helping learners involve actively in the learning process. 2. providing a challenge which encourages learners to stretch themselves (in order to answer the question). 3. helping learners to forget they are studying: they lose themselves in the fun activity of the learning process. 4. encouraging collaborative learning: by having active interaction among members of a group, learners are demanded to involve in real communication. despite having the strengths, experiential learning also has weaknesses when it is applied in teaching vocabulary. there are some weaknesses as stated by kolb in nunan (1993: p. 34-37). 1) the concrete experience part of the learning cycle is not appropriately explained in the theory and remains largely unexplored. 2) the idea of immediate and concrete experience is problematic and unrealistic.. 3) the elt concepts are too ill-defined and open to various interpretations. 4) elt model is only an attempt to explain the societal benefit. 5) the experience is the starting point of knowledge acquisition and disregards the observations concerning the subjective reality of the learner 6) the elt learning model focused on the learning process for a single learner and failed to mention how the individual fit into a social group during this process and what role this group may play. also, there was no discussion on how a social group may gain knowledge through a common experience. problems always occur when teaching english is applied. the writer found that the students‟ english mastery is low and the students get difficulties in mastering english as follows: (1) the students got difficulties in grasping and memorizing the meaning of the words; (2) they found it hard to write down the words correctly; and (3) they got difficulties in pronouncing the words correctly; 4) they found difficulties in using vocabulary in sentences. so ike anisa / international journal of active learning 1 (1) (2016) 10 the teacher should have extra power to teach the students in teaching english because students have their own specific characteristics. there are some psychological barriers from the students. they feel shy and afraid to ask the teacher if they find a difficulty. they are afraid of being humiliated by their friends and their teacher if they cannot answer well. they also do not have self-confidence in answering the questions. these problems may give a great influence to their learning process. the other reason that causes the students‟ failure is the teacher‟s teaching method. he/she is not creative when teaching the foreign language to children. sometimes it makes the students get bored and they also feel that the teaching method doesn‟t give more chances to them to internalize the words in their memory. the classroom situation in learning vocabulary showed that the atmosphere was not alive, with the teacher domination of teaching vocabulary. in teaching english, the teacher should make the students understand and memorize new words and their meaning not only in a short period of time or at the moment when the vocabulary is given, but also in a long period of time. to make the students memorize the meaning, spell, pronounce, and use the words, the teacher should use a suitable method to teaching children. here experiential learning is as a method that could be enhance the students‟ english proficiency. experiential learning is suitable with the students characteristics especially children. they like fun activities and talking about “here and now” in their learning process. experiential learning is a great way to present, and practice english, because experiential learning is an active learning which is highly motivating for the students. then, it will be advantageous if the teacher uses the experiential learning method to enhance the students‟ english proficiency. the success of applying this method can be seen through indicators, they are: (1) students know the meaning of words. one of activities is playing the game. by doing so, it is easy for the students to memorize the meaning of the words. in finding the meaning of words, students need not open a dictionary because it has already been clear through the instructions they have practiced before; (2) students are able to pronounce words correctly. the teacher gives the commands several times in a correct pronunciation in order to give examples to the students. the teacher asks the students to pronounce the words and corrects the students‟ pronunciation; (3) students are able to spell or write words. the teacher gives some words and asks the students to spell and write the words after the teacher has given students the correct spelling of words and writes them on the white board; and (4) students are able to use words in a sentence. teacher asks the students to make new commands or sentences based on the words given. so, it can be assumes that by using the experiential learning method in teaching learning process, english mastery of the students can be improved. conclusion experiential learning is a great way to present, and practice english, because experiential learning is an active learning which is highly motivating for the students. then, it will be advantageous if the teacher uses the experiential learning method to enhance the students‟ english proficiency. references burns, anne. 1999. collaborative action research for english language teacher. united kingdom : cambridge univ. press. brown, h. douglas. 2001. teaching by principles: an interactive approach to language pedagogy. longman. cross, david. 1991. a practical handbook of language teaching. bath : the bah press. depdikbud propinsi jawa tengah.1995. gbpp muatan lokal sd mata pelajaran bahasa inggris. semarang. elliot, stephen n, et al. 1999. reflective teaching educational. mcgraw-hill singapore. ike anisa / international journal of active learning 1 (1) (2016) 11 endang fauziati. 2005. teaching english as a foreign language (tefl). surakarta: muhamadiyah university press. halliwell, susan. 1992. teaching english in the primary classroom. longman. hatch, evelyn; brown, cheryl. 1992. vocabulary, semantics, and language education. new york: cambridge university press. hopkins, david. 1993. a teacher‟s guide to classroom research. buckingham open university press. house, susan. 1997. an introduction to teaching english to children. london: richmond publishing. huebener, theodore. 1965. how to teach foreign language effectively. new york; new york university press. lincoln, yvonna s; guba, egon g. 1984. naturalistic inquiry. baverly hills: sage publication. mills, geofrey, e. 2000. action research: a guide for the teacher. united states of america: prentice hall. nunan, david. 1992. research methods in language teaching. new york : cambridge university press. ____________. 1993. collaborative language learning and teaching.ncambridge university press. richards, jack; rodgers, theodore. s. 2003. approaches and methods in language teaching second edition. cambridge: cambridge university press. schmit, norbert; mccarthy, michael. 1976. vocabulary description, acquisition and pedagogy. cambridge : cambridge university press. sprinthal, richard c. et al. 1998. educational psychology: a developmental approach, seventh edition. boston: mcgraw hill. thornburry, scott. 1994. how to teach vocabulary. longman, kanisius. kesainc blanc. tuckman,bruce w. 1978. conducting educational research. harcourt brace jovanovich. inc. usa. ur, penny. 1996. a course in language teaching practice and theory. cambridge: cambridge university press. w. john best. 1988. research in education. new delhi: prentice hall of india private limited. 38 ijal 1 (2) (2016) international journal of active learning http://aseanjournals.com religiosity in wedhatama by kgpaa mangkunagara iv: an education model a la javanese culture esti ismawati widya dharma university, indonesia info articles ___________________ history articles: received 15 august 2016 approved 21 september 2016 published 3 october 2016 ___________________ keywords: religiosity, values, wedhatama _______________________ abstract ____________________________________________________________ this research purpose is to describe religious values in wedhatama by and its relevance to today’s life. the method used is descriptive inferential, by describing religious values in wedhatama which is in form of pangkur, sinom, pucung,andgambuh, and after that, summarizing it. the analysis results in conclusion that wedhatama by mangkunagara iv contains high religious values, which is manifested in a belief that human beings depend on god and god is a source of salvation, so human beings should be close to or surrender deeply to god. religious person is imagined in wedhatama as prime being, who loves solitude, tawadu’, always be humble (he is not angry when someone calls him stupid), has less desire, puts his trust in god and sincere, knows the end, learns the essence of desolation, responses well to his wishes, sensitive, kind hearted, and loves to meditate until he finds some divine revelations, and imitates behaviors like in fiqh. this is education model a la javanese culture, which is still relevance to be done by all people in this world. how to cite ____________________________________________________________ ismawati, e. (2016). religiosity in wedhatama by kgpaa mangkunagara iv: an education model a la javanese culture. international journal of active learning, 1(2), 3848 © 2016 universitas negeri semarang  address correspondence: ki hajar dewantara, klaten utara, klaten, jawa tengah 57400 e-mail: ibu_esti@yahoo.co.id p-issn 2528-505x esti ismawati / international journal of active learning 1 (2) (2016) 39 introduction in the javanese community, the education of children in general delivered by parents to children through the symbolism in the form of a song or hymn, which is sung by the father or the mother before the child slept. the values contained in a song or hymn that is generally about good behavior, which must be owned by the children when they enter the social life. values chanted during the early phases of life become embedded in the hearts of people of java. that is why the javanese community tends to have values of religiosity, noble character, andhap asor, manjing ajur-ajer, reflecting the religious understanding adopted. religiosity is an attitude or human action done continuously in living and practicing a religion or belief. one way to achieve religious experience is to increase the sensitivity of catching symbol or emblem around, both of which come from natural or human related to the belief. in this article, i will analyze the wedhatama text’s religiosity, a masterpiece of kraton of surakarta hadiningrat. wedhatama is a text of kgpaa (kanjeng gusti pangeran adipati ario) mangkunagara iv of surakarta published in 1927. wedhatama is composed in the form songs of pangkur, sinom, pucung, and gambuh. wedhatama including piwulang work, a work containing the teachings. as piwulang text, wedhatama contains teachings that are beneficial to life. the question is,do the teachings in the wedhatama contain religious values? if it contains religious values, how does the author express the values? in which part do the religious elements reside?. are the values of religiosity wedhatama is still relevant to the present day? this article will discuss these issues. religious means association with religion and faith. religiosity is the intricacies of the problems associated with beliefs or religion, religiosity is broader than religion. religious is the attitude of its believers. religious values are the values that had to do with divinity. according to shadily, religious is derived from the word religion means the solemn attitude in worshipping, an attitude that has to do with the holy and supernatural, which itself demands respect and solemnity (shadily, 1984). peter salim (1994) suggests that religious is obedience to the reigion, things pertaining to religion. joyosantosa (in suwondo, 1994) suggests that religious person is bound to god as the source of peace and happiness. the conscious human attachments to his god is a reflection of the religious person attitude. concerning with religious person, according to koentjaraningrat (1984), in the javanese community there are two categories, namely the purists and syncretic. the puritan is a religious community groups, who religiously follow one religion, and the syncretic is a community group that brings together elements of several religions and beliefs in his conviction. if the puritans believe in one religion is pure, the syncretic group is different. syncretic javanese society groups believe in allah, muhammad rasululloh, koran which contains the word of god, and heaven reserved for believers after death, but they believe also in other religious rituals, magical creatures, magic, offerings, and so on. this religious group is called agami jawi or kejawen (koentjaraningrat, 1984). javanese poets great influence in the end of the eighteenth century laid the foundations of the concept of agami jawi through classic works that contains moral teachings, morals, mystical, divination, horoscope (primbon), stories chronicle (cerita babad), mysticism (suluk), and so on. from the works of javanese poets, the kejawen believers obtain teaching excellence and kemuksaan about sangkan paraning dumadi and manunggaling kawula lan gusti with four levels of journey, the shari'ah (sembah raga), tarikat (sembah cipta), nature (sembah jiwa), and makrifat (sembah rasa), will be described further in the discussion below. from the works were the believers of kejawen also gain valuable religious texts as guiding doctrine for kejawen (suwondo, 1994), including religious values, among others: keimantauhidan, human remembrance of god, and man's obedience to god's word. related to this religious literary work,yb mangunwijaya (1982) states that in the beginning every literary work is religious. esti ismawati / international journal of active learning 1 (2) (2016) 40 religious attitude is very close with the javanese life. damarjati supajar (1985) states that the ethics of java, among others, are the duties of man towards god, called dharma bakti insani, which includes (1) keimantauhidan of a man to god or the value of worship, (2) remembrance of a man to god's traits or value of faith, (3) obedience of a man to god or the value of the behavior, and (4) human submission to god or the value of trust related to the destiny and fate. javanese community is famous as a religious community. one of the experts who addresses the issue of javanese religiosity is geertz in his book the religion of java translated by aswab mahasin into indonesian as abangan, santri, priyayi dalam masyarakat jawa in 1981. geertz explains in details that the javanese community can be classified into three groups with religious variants of each, namely abangan, santri (students), and priyayi. the abangan is the one who emphasizes aspects of javanese animism-syncretism that is generally attached to the farmer community in java. the santri is the one who emphasizes the aspects syncretism of islam that is generally attached to the community of merchants and some educated farmers. the priyayi is the one who emphasizes the aspects of hindu syncretism that is generally attached to a public bureaucracy in government offices (geertz, 1989) geertz classification is inconsistent observed to the objects, because the one equals to abangan and santri should not be priyayi but ulama(scholars). geertz is also simultaneously mixing the social classes and groups of religious behavior (ratnawati, 2002). it can be said so because the abangan and santri are not social groups, but groups that are based on obedience to their religion, while the priyayi is a social group that can be opposed to wong cilik or the commoners. thus, the abangan and santri cannot be opposedto the priyayi because there are priyayi abangan and priyayi santri. in fact, in the javanese community there islam abangan, kristen abangan, katolik abangan: those who just put his religion on identity cards without conducting of worship. and it is not only attached to the farmer. contrariwise, there are also reputable islamic priyayi doing the islamic sharia perfectly so that it can be categorized as ulama or the true believers of the true islam. according to bachtiar (in geertz, 1989) javanese religion is not the same as the religion of islam in java. javanese religion developed in the javanese community is essentially manifested in the cult of the ancestors, ancestors, danyang-danyang considered as a source of life. javanese religious practices tend to be manifested into one of the components javanese mysticism called kejawen. although kejawenis not a religion category (but refer to an ethics and lifestyle inspired by javanese thinking, mulder, 1985), in general, the javanese put kejawen as a religious practice because kejawen is a typical attitude towards life which is overcome religious differences, and it is suitable for people of java.therefore, the actions of religious appreciation of the java (related to life, death, fate, and so on) tend to conform to the adherents of mysticism. in this case, it is known as concept of jagat gedhe (macrocosm), jagat cilik(microcosm) and manunggaling kawula lan gusti (union of man and god) as a harmony of life in order to achieve harmony of the cosmos. the final goal is not surrender to the divine as a religious attitude but rather as a means to firm up its presence that is manifested in a sense, because the sense brings one into a state of satisfaction, calmness, peace, happiness, and the absence of tension (suseno, 1988). it is the inequality of javanese religious concepts with the islam in java. in islam, one of the signs of the value of religiosity within someone is the attitude tawadu', humble, dislike to praise and if praised returned to the praiseworthy, namely god, god almighty, and not associating god with anything. just believe in one god. discussion wedhatama reviewed here is very interesting because the contents of the text have been studied by the javanese community as teaching materials. this is revealed in the preface of one of the books that discusses wedhatama, written by r. soedjonoredjo in 1912 esti ismawati / international journal of active learning 1 (2) (2016) 41 published by boekhandel tan khoen swie kediri, east java, indonesia. in the introduction to the book, it is written: “sami-sami serat djawi, yasan dalem kandjeng goesti pangeran adipati ario mangkoenagara iv poenika dipoen dojani pijambak dening bangsa kita djawi; poenapa malih serat wedhatama. sanadjan serat wedhatama poenika alit lan tipis, nanging isinipoen mepaki, sarta djembar beberapipoen. tetemboenganipoen kathah ingkang sami wonten isinipoen. rakitaning oekara menarik pamireng, sarta dados panggigahing manah. manawi oengel-oengelan ing wedhatama sinoeba toewin sinoekarta mahanani kretarta toemrap pakartining ngelmoe loehoeng.poenika dados boekti bilih serat wedhatama poenika jasanipoen soedjanma ingkang winahjoe”. "among javanese texts, the work of kgpaa mangkunagara iv, which is wedhatama, is the most keen ofthe javanese community. though it is small and thin, but the content is very comprehensive and has very broad knowledge. it can be said that it is very meaningful. the arrangement of the sentencesis very interesting for hearing and can inspire the mood. it says here how to be a good man is with sinoeba sinoekarta mrih kretarta pakartining ngelmoe loehoeng. it became evident that the wedhatama is the work of the choosen that hasthedivine revelation. let us enjoy the first verse of the following wedhatama text: “mingkar-mingkoering angkara, akarana karenan mardi siwi, sinawoeng resmining kidoeng, sinoeba-sinoekarta, mrih kretarta pakartining ngelmoe loehoeng, kang toemrap neng tanah djawa, agama ageming adji” "staying away from anger because of educating children along with singing of ethereal hymn sublime heartrending arranged so for the noble behavior which is in the land of java religion is a perfect outfit " from the javanese text above, it can be interpreted as follows: (we must) stay away from the anger, especially in educating children, as echoed with the hymn, which is sublime and heartbreaking, so that this doctrine is close to the heart, (about) embedded noble knowledge, for the javanese community, religion is the soul’s outfit. this viewpoint certainly cannot be separated from the teachings of the previous reference, namely the teachings of the famous wali sanga. they are maulana malik ibrahim, sunan ampel, sunan giri, sunan bonang, sunan dradjad, sunan kalidjaga, sunan kudus, sunan muria, and sunan gunung jati (suwardi, 2005). these wali conveys religious messages through a cultural approach, with the song, with gamelan, so that their presence does not cause conflict in java. religious approach that embraces the javanese culture is known as the religion of java. the religion of java (kejawen) states that the men’s task is to be devoted to god with pracaya lan mituhu (believing and obedient) to hyang manon (the one almighty god) by believing seriously and impregnating in thoughts, feelings, words, and deeds, and also surrendering and sumarah to god's will. how to draw closer to god can be done through various efforts, such as, to leave home and find a quiet place to meditate in order to get a revelation, as shown in the following passage: “saben mendra saking wisma, lelana laladan sepi, ngingsep sepuhing supena, mrih pana pranaweng kapti, tis-tis tyas merdusi, mardawane budya tulus, mesu reh kasudarman, neng tepining jalanidi, sruning brata kataman wahyu jatmika” "everytime away from home, a trip to a deserted place, studied the essense of desolation, that response will so that the heart grows sensitively, so that the deeds refined contemplating by meditating, esti ismawati / international journal of active learning 1 (2) (2016) 42 in the edge of the river for the diligent meditation obtained revelations of kindness ". from the text above, it can be seen that not everyone can get a revelation. only those chosen by god who is able to obtain this revelation or kanugrahan. people who are close to god like the prophets, wali, who have the advantage in the field of eschatology (liduni) will be able to receive revelation from god. almost all prophets get revelation.prophet muhammad is the prophet who obtains the most revelations, in the form of the words of god gathered in the holy book of koran in the view of islam. in these words of god, all matters are already governed, in great detail, to the sanctions and bonuses. because not everyone gets the guidance to be able to understand the revelation of god, it is not surprising that many people do not understand that in fact all matters are already set up, which is by god. sometimes people go to the shaman to ask about his fate, his soul mate, prosperity, and so on. in fact, it is a sin and forbidden by allah since associating him (shirk) is an unforgivable sin. allah does not forgive such sin. in the teaching of this wedhatama, there is a way so that people are able to understand the revelation of god, i.e., with a sensitive heart and delicate deeds, trained through ponder ways, closer to god, by contemplating, meditating, and being concerned. this is the teaching of our ancestors, which makes us, the javanese, into the ones with religious character. in this book, it is also taught that if we want to be an individual with religious character, we must imitate prophet muhammad. but it is definitely very tough. as a javanese, if we are steady (constancy) in doing good deeds even if only as small as castor beans (particle), it will be enough. imitating prophet muhammad’s deeds is indeed difficult, as written in the book wedhatama: “lamun sira paksa nulad tuladaning kanjeng nabi o, ngger kadohan panjangkah wateke tan betah kaki rehne ta sira jawi satitik wae wus cukup aja ngguru aleman nelad kas ngepleki pekih lamun pengkuh pengangkah yekti keramat” "if you have to imitate imitate the behavior of the prophet oh, my son too much of your step your character is not istiqomah(constance) because you, java little is enough never wrongly learn (from certain teachers) imitate that as in fiqh when your path is strong indeed it is acceptable ". it means, if you want to imitate the prophet (muhammad), it will be too hard. it will be sufficient as javanese if you do as in the teaching of religion (fiqh). if you live earnestly, undoubtedly, you will be received by the community. in wedhatama, one will found teaching (piwulang) about superiorman, the man who likes to be in solitude, who always sharpens his mind, who always obeys the laws of chivalry, who upholds the moral order, who always pleases others. those are the characteristics of a man who obeys with religion (religious). nowadays, it is hard to find such a qualified humans. especially the leaders. it is easy to find a bad case of the leaders’ attitude anywhere. many of them are already accomplished their terms of office still have to deal with the law. many are caught in corruption, manipulation, money laundering, and other white collar crimes. very few of our leaders can provide great exemplary behavior. it's really irrational sign of the times as predicted by r.ng. ronggowarsito, a great poet of surakarta palace. therefore, appreciating, understanding, and practicing the teachings in the wedhatama is really relevant to today's conditions, meaning that we did not go along the fool (bad behavior). so, that we can still be an example to all around us. the citation below shows that: “mangkono janma utama esti ismawati / international journal of active learning 1 (2) (2016) 43 tuman-tumanen ing asepi ing saben rikala mangsa mangsah amemasuh budi lahire antepi ing reh kasatriyanipun susilo anuraga wignya met tyasing sesame yeku aran wong bareg berag agama” "like that's the superior man always stays in the solitude always sharpens mind in real life obey the laws of chivalry uphold the moral pleasing others that is the one who obeys the religion " it means that the virtuous person loves to think deeply, always uses the his mind in real life, always uphold the law, ethics and moral, pleasing others, and obeys the religion. the citation above shows what determine a superior man. it is stated that in order to sharpen the mind or sharpen the sensitivity; attitudes such as fondness to solitude, being obedient to the law, upholding the moral order, pleasing others, and obeying to religion are required. this was the javanese men’s image when wedhatama was composed. the relevance of these values to current conditions is in contrast because we see so many people who seem very religious seen from the physical signs (e.g. blackened forehead because of too much bow from kneeling position so that forehead touches floor, a part of prayer ritual), a meaningful name for a person who is upright, trustworthy, and etc., but he can is the circle of corruption, even surrounded by nonmuhrim(legal in sharia law) women and spending money that is not his. is this a sign or sasmita from god about a certain period?wallohu alam. some indicators regarding people who obey the religion found in wedhatama cited below, which is only talking about the calmness of the heart, not being angry for being called stupid, not being angry for being insulted: these are the real knowledge of religion, which is called as the true knowledge. observe the following text in wedhatama: “mangkana ngelmu kang nyata, sanyatane mung weh reseping ati, bungah ingaranan cubluk, sukyeng tyas yen den ina nora kaya si pengung panggung gumunggung gungan sadina-dina aja mangkono wong urip” "therefore, it is the real knowledge essentially just about calmness of the heart happy to be said stupid happy if being insulted not like the fool arrogant when praised asking for admiration everyday be such people not.” it means that the true knowledge covers the good teaching, meaning that do not be happy when being praised and do not be sad if being insulted. those who have true knowledge will always feel at ease inside. he is not easily entangled in the vanity. he will always be humble, do not ask praises for things to be done or done. they are patient for being said stupid and humiliated. they face life with a smile because real life is a mere game. from the text, it is known that people who have true knowledge have calmness in their hearts, peaceful. they are firm, strong individuals. if they are insulted, abused, they never retaliate, but accept it with pleasure. it turns out that the signs that are not currently visible or less visible in our lives now. does this mean our society today is not as religious like when wedhatama was composed? wallohu alam.if the knowledge of the religion has become part of their lives, they will find calmness in their hearts. they are not arrogant in everyday life, do not spend money like a govern man authority with the initials af. he easily gave money to his girlfriends. a woman with initials a was given esti ismawati / international journal of active learning 1 (2) (2016) 44 20 million, and b was given 10 million and a car, c was given 15 million and a car, d was given a house worths 5,8 billion. the other case is of a man of nine wives, and much more bad behaviors that are not in accordance with religious norms. another characteristic of the religious man is tawadu', humble, working and doing anything not to get praise but awareness of the self that life is about working (makaryo), which are appropriate with existing piwulang in the book of wedhatama. but once again we find the environment around us (indonesia) precisely has the opposite effect: behaviors that is contrary to the teachings of wedhatama. what is sasmita? most javanese interpret that the number of disasters such as earthquakes, tsunamis, landslides, volcanoes eruption by producing hot clouds (wedhus gembel), is a sasmita that god is angry because people are breaking many rules. there are unfulfilled mandates. trust is betrayed. corruption and nepotism are rampant. in fact, they know that god has created not the jin and mankind but to worship him. (wama kholaktul jinna wal insa ila liyakbudu). many religious teachings are distorted so that life in this world is less harmonious. there are a lot of natural disasters. the following citation affirms the meaning of the description above, the essence of life is sincerity, patience, willingness to live it, no disappointed feeling for lost (everything is already in god’s hand), accepting willingly what has been testified by the almighty. “lila lamun kelangan noragetun trima yen kataman sakserik sameng dumadi trilegawa nalangsa srahing batara” "ungrudgingly accepts the loss, accept (willingly) if subjected, acts that are less good, only surrender to god with three kinds of manifestations, that is sincerity, patience, willingness." thus, the text above means if you lose something, be sincere as much as possible; if you receive less good fortune, be patient; and surrender to god. sincerity, patience, and willingness are the keys of life taught in the religion. sincerity means to accept all forms of life with joy. good and bad, profit and loss, bejo lan ciloko (good and bad luck) is god's way of testing how much obedient the servant to his lord. because of that, everything must be accepted with pleasure. patience is a condition of receiving the rotten fate and keep trying (having ikhtiar), do not giving up, and do not being su'udzon (having bad prejudice) to god. while willingness is the peak of sincerity that have become part of everyday behavior. nothing is hard for the mind of the people whom character have willingness. people who are crying inside for committing acts that are aberrant from the right and fair paugeran (law) are what called as sense of conscience (rasa sanubari). as explained above, the sensitivity is very important in the javanese living order. in general, the javanese assume that god is the protector. god by the javanese is called pangeran, meaning the protector or shelter. god is also called kang murbeng dumadi or kang murbeng bawana, meaning the creator or the world maker. god by the javanese is also called kang murbeng gesang which means the creator of life, also called hyang manon that means knowing everything, including humankinds’ conducts. and many more titles of the lord for the javanese, for example kang murba lan wisesa means the creator and the master of the universe, kang maha wicaksana, kang maha luhur, kang maha suci, hyang widhi, suksma, or called gusti. in this wedhatama is also taught the catur sembah(four worships), which are the sembah rogo, sembah cipto, sembah jiwo, and sembah roso, to be understood as the signs of nugrahaning pangeran. this is presented in the following citation: “samengko ingsun tutur, sembah catur: supaya lumuntur, dihin : raga, cipta, jiwa, rasa, kaki esti ismawati / international journal of active learning 1 (2) (2016) 45 ing kono lamun tinemu, tanda nugrahaning manon” "now i speak four worships: for sustainability the first: the physical, creation, spirit, sense, my son here will meet the signs of god's blessing " it means to contemplate this teaching, which includes four levels of service, as a sign that a man is devoted to god. in order to live happily, mankind must do four things, namely the physical, creation, spirit, and sense. first, he has to do the physical worship, the religious rituals with his body. second he must also focus to god when praying. thirdly he should be able to unite the soul with god, so that the fourth, he was able to penetrate the sense of the divine that will be guiding his life. in the teachings of wedhatama, the manifestations of sembah catur or sembah empat rupa are: (1) sembah raga which is synonymous with shari'a, that is manuting badan wadag kapurih miturut wawatoning pangudi kawruh kasunyatan, meaning that the obedience of the physical body of seeker of knowledge about the reality. (2) sembah cipta,, which is synonymous with tarekat, that is manuting angen-angen kaliyan pangraosing manah kapurih miturut wawatoning pangudi kawruh kasunyatan means the obedience of the wishes with the feelings of the heart in accordance with the reality. (3) sembah jiwa, synonymous with hakikat, that is manuting jiwa kapurih miturut wawatoning kapangeranan, meaning that souls to always rely on the words of god. (4) sembah rasa, synonymous with ma'rifat, that is manuting raos-jati kapurih jumbuh kaliyan raosing pangeran, that is the unity of the body and mind as god's wishes. in wedhatama, it is said that the sembah raga in islam is through the five daily prayers (obligatory prayers). if the five daily prayers have been implemented, according to the teachings wedhatama, physically he has received testimony that the man is already able to guide himself to the true doctrine (menawi salat 5 wekdal punika dipun tetepi, punika ing tata lahir sampun angsal paseksen bilih sampun saged ngereh badanipun wadag ingkang miturur wewaton). it means that if the five daily prayers have been fulfilled, physically heis able to get the recognition that he has carried out the orders of the lord. if a man can carry four worships above, it is a sign that he could receive the revelation of god, while the picture on who will receive god's revelation contained in the following passage: “sapa ntuk wahyuning allah gya dumilah mangulah ngelmu bangkit bangkit mikat reh mangukut kukutaning jiwangga kang mengkono kena ingaran wong sepuh, liring sepuh sepi hawa awas roroning atunggal”. "who gets the revelation of god immediately putting out capability proficient in attracting adoption adopting soul and body such can be called elders, the meaning is old with absence of desire wisely unite khalik creatures" it means that the person who received the revelation of god will be visible in the body and soul. he is clever dismissed lust, got wise to unite the of god's creatures on earth. that is seen as the elders (sesepuh) who has lack of desire. the quote above shows us that life will survive in this world and hereafter if it is based on the foundation of religious values. it is understandable that the teaching in the book of wedhatama contains many religious values. the indicator appears on the entry of religious concepts as contained in lines above, namely the revelation of god, absence of desire, and the unity of creature and creator (manunggaling kawula lan gusti) into loroning atunggal. observe thefollowing text: “tan samar pamoring suksma sinuksmaya winahya ing asepi esti ismawati / international journal of active learning 1 (2) (2016) 46 sinimpen telenging kalbu pembukaning warana tarlen saking layap lenyeping aluyup pindha pesating supena sumusuping rasa jati”. "no doubt on his invisible god awarded with god’s revelation in his solitude stored in hearts the opened barrier no other than the times of the sleepy such as the disappearance of a dream the pervasiveness of a true sense.” it means that people who have reached the level of the shari'a, tarekat, hakikat, and makrifat will have no doubt anymore about the existence of god. they preserve god is in their hearts. they receive sasmita god in a dream that penetrated into thought as they see the supernatural realm in his sleep. regarding "the supernatural", in religious beliefs (islam) it is said that man must believe in the unseen, to do the prayers, spend some of his wealth, believe in the revelation to the prophet, and believe in the hereafter. that is the man who gets guidance from his lord, and who got the triumph, as stated in koran surah 2: 3,4,5 (yassin, 1982). this concept is somewhat different from what has been done by the followers of the religion of java or kejawen. the believers of kejawen combine multiple beliefs or rituals in their worship. they still believe in things mystical and burn incense that is believed to be able to expel the devil. in carrying out the worship of god, it is also mentioned in wedhatama which must be done diligently and regularly or istiqomah, as the following quote: “lire sarengat iku, kena uga ingaranan laku, dihin ajeg kapindone ataberi, pakolehe putraningsun, nyenyeger badan mrih kaot”, which means that the sarekat path is steady (istiqomah) and diligent way. these two things can make the body or the physical healthy and has strong character (boten goreh lan tumemen). next is on how the human condition after receiving the blessing of god, as depicted below: “sejatine kang mangkana wus kakenan nugrahaning hyang widi bali alaming asuwung tan karem karamean ingkang sipat wisesa winisesa wus mulih mula mulanira mulane wong anom sami” "indeed that, (he) has received divine grace back to empty realm dislike the mundane the power disposition authorizes already return to origins the beginnings of the youth " that is, if the level four (the shari'a, tarekat, hakikat, and ma'rifat) has been exceeded, the man had received divine grace, return to alam suwung (empty realm), no longer love the world and its matters, and return to the natural origin of the beginning (alam ruh, spirit realm). if man had received divine grace then he will be a man of noble, sepi ing pamrih rame ing gawe. selfless in working. he will not have the character penginan (having a lot of desire), melikan (opportunistic), sugih kakajengan ingkang nuwuhaken kamurkan (having many ideas that will cause wrath). he will not have bad temper. he will be able to defeat his desire and lust by carrying out sembah cipta, namely tata, titi, ngatiati, tetep, telaten.. this is called bali ing alaming asuwung. these things emphasize that people are always do the worships will not be afraid of destiny or fate, as stated below: “meloke ujar iku yen wis ilang sumelang ing kalbu amung kandel kumandel marang ingtakdir iku denawas denemut den memet yen arsamomot pamote ujar iku kudu santosa ing budi teguh sarta sabar tawakal legaweng ati trima lila ambeg sadu weruh wekasing dumados”. "the speech clearly explained when doubt of hearts has gone esti ismawati / international journal of active learning 1 (2) (2016) 47 the strong belief in fate as carefully remembered consider if you want to save that way of saving be strong in dependable deeds and patience, trust in god and sincere hearts willingness to accept are the main qualities knowing the hereafter". it means that what has been achieved at the ma'rifat level above will be stored strongly in dependable deeds and the attitude of patience and sincerity has the main character to know the end of the world. it means to be able strong in deeds and being patience and trust in god and the heart is sincerely and willingly accept that the main character though it is not easy, but through tough struggle to reach the level of ma'rifat. this is the end result of all laku utama (main deeds) that has been described above, which is believing in destiny, being strong in the deeds, being patience, trusting in god, having sincere heart, and weruh wekasing dumados. this is consistent with the ultimate goal of achieving the the javanese mysticism which is the unity of the slave (hamba) and his lord (manunggaling kawula lan gusti). but unfortunately the main burden to the struggle is not the experience of transcendence itself but only as a means to complete the existence that is manifested in the sense, because the sense is the one that brings a man into a state of calm, contented, peaceful, no tension, and happy. this is in appropriate with the opinion of suseno (1988). this condition is often called as surviving (slamet), and to achieve this they held rituals of salvation (slametan), which is a ceremony with various offerings that is given to the supernatural beings to avoid the dangers posed by natural surroundings. conclusion wedhatama by mangkunagara iv contains high religious values, which is a belief that human beings are dependent on the lord and the lord is the source of salvation so humans must surrender to god. a religious person imaged in wedhatama as the superior man, who likes to be in solitude, tawadu’, always being humble (not angry to be said foolish), has the absence of desire and lust, wisely unites with the creator, does not like the mundane, strongly belief in destiny, has patience, trust and sincere hearts, knows the hereafter, studies the essence of solitude, has responsive willingness, sensitive hearts, and delicate minds, meditates for divine revelation, and imitates the attitude of fiqh. this is the model of moral education in the style of javanese culture, which is still relevant to be implemented by all the children of the nation in the world. from the analysis it can be concluded that the teachings in the book of wedhatama contains many religious values which are still relevant to be uses and currently implemented. the indicator appears on the entry of religious concepts as contained in lines above, namely the revelation of god, the absence of desire and lust, and the unity of creature and the creator (manunggaling kawula lan gusti) into loroning atunggal. although the java religion as it appears in the book's teachings of wedhatama is not the same as islam in java, the reality shows that javanese man employing it as a religious practice. therefore, the actions of religious appreciation which are usually done by the javanese in their relation to god, life, destiny, and death, tend to conform to what has been done by the believers of mysticism (kejawen). references g. moedjanto. 1987. konsep kekuasaan jawa. penerapannya oleh raja-raja mataram.yogyakarta : kanisius. geertz, cliffort. 1989. abangan, santri, priyayi dalam masyarakat jawa. jakarta: pustaka jaya. hb jassin. 1982. al quran bacaan mulia. jakarta: yayasan 23 januari 1942. klaus krippendorff. 1993. analisis isi. pengantar teori dan metodologi.jakarta: pt raja grafindo persada. koentjaraningrat. 1984.kebudayaan jawa. jakarta: balai pustaka. esti ismawati / international journal of active learning 1 (2) (2016) 48 mangunwijaya, yb. 1982.sastra dan religiusitas. jakarta: sinar harapan. p.m. laksono. 1985. tradisi dalam struktur masyarakat jawa: kerajaan dan pedesaan. yogyakarta: gajah mada university press. peter salim. 1994.the contemporary englishindonesia dictionary. jakarta me press. ratnawati, risti v, prapti rahayu, imam budi utomo, tirto suwondo, 2002. religiusitas dalam sastra jawa modern.jakarta: pusat bahasa. r. soedjonoredjo, 1937. wedhatama winardi. kediri: tan khoen swie. shadily, hasan.1984.ensiklopedi indonesia. jakarta: aksara baru-van hoeve. suwardi endraswara. 2005. budaya jawa. yogyakarta : gelombang pasang. suwondo, tirto, slamet riyadi, dhanu priyoprabowo, sukardi mp, 1994. nilai-nilai budaya susastra jawa.jakarta: pusat pembinaan dan pengembangan bahasa. suseno, frans magnis. 1998. etika jawa: sebuah analisa falsafati tentang kebijaksanaan hidup jawa. jakarta: gramedia. supajar, damarjati. 1985. etika dan tatakrama jawa dahulu dan masa kini. yogyakarta: proyek javanologi. 31 ijal 1 (1) (2016) international journal of active learning http://aseanjournals.com misconceptions analysis on the virus chapter in biology textbooks for high school students grade x dyah ayu febrianna saputri, trianik widyaningrum biology education studies program, university of ahmad dahlan, indonesia info articles ___________________ history articles: received 2 august 2016 approved 29 september 2016 published 3 october 2016 ___________________ keywords: misconceptions analysis, textbook, virus chapter. _______________________ abstract ____________________________________________________________ source of learning is something that can not be separated from the learning activities. one source of learning is learning materials. the book is one example of teaching materials from learning resources. the book is one source of information for learning. problems often occur in the textbook is a misconceptions. this study aimed to analyze misconceptions on the virus chapter in biology textbook grade x. this research is a qualitative descriptive study provides the interpretation of data obtained in a rational and objective. this research subject is the content of the biology textbook for high school students grade x. while the object under study is the truth of the concept virus chapter biology textbook for high school students grade x. the results showed that the textbooks studied biology class x are misconceptions which are divided into five categories, namely misidentifications, overgeneralizations, oversimplications, obsolete concept and terms and undergeneralizations. percentage of misconceptions found in every of biology textbook students grade x on the virus chapter that is 11.10% on the textbook a; 21.05% on the textbook b; and 31.03% on the textbook c. criteria misconceptions most commonly found on the virus chapter in biology textbook students grade x is oversimplications as much as 36.73%. how to cite ____________________________________________________________ saputri, d. a. f. & widyaningrum, t. (2016). misconceptions analysis on the virus chapter in biology textbooks for high school students grade x. international journal of active learning, 1(1). © 2016 universitas negeri semarang  address correspondence: prof. dr. soepomo janturan yogyakarta e-mail: trianikwidyaningrum@gmail.com p-issn 2528-505x dyah ayu febrianna saputri & trianik widyaningrum/ international journal of active learning 1 (1) (2016) 32 introduction source of learning is something that can not be separated from the learning activities. textbooks student plays an important role in the learning process. the beginning of each new school year, the parents to mess around with money should be spent for school is payment including the cost of buying textbooks. textbook problems not only for the parents but also teachers. teachers mess around with the many publishers who come to the school to offer a textbook with different qualities to be used in schools as a textbook. the number of bids to add the obligation of teachers to choose the textbooks they use. in the fact, in the school, the textbooks for the same subjects can be different depending on the consideration. the study shows some textbooks from different publishers still contains many misconceptions (adisendjaja, 2007). books used in learning process is called textbook. problems often found in the textbook is the relevance to the curriculum and misconceptions. the misconceptions in the textbook can affect the concept of students. students would have misconceptions because the science is not received correctly. it supported the statement kaltakci and eryilmaz (2013: 241) "however, sometimes textbook could be a source of misconceptions students from the information available". according to suparno (2005: 29) the cause of the misconception of the textbook are usually found on the wrong explanation or description in the book. with the misconceptions books, teachers must be good at choosing books that are used in learning, so that students obtain the correct concept. the importance of understanding the concepts in the educational process, the biology curriculum was developed so that students are able to understand concept the relate them to other concepts to solve problems (depdiknas, 2007). in biology, virus is an abstract material because the virus is smaller and simpler than bacteria, viruses do not have the structures and mechanism outside the host metabolism. so it is difficult to learn and need special understanding so that students understand better. muller & sharma (2007) said that misconception is dangerous because it gives mistake to think and feel this limiting learning effort and interference between the concepts learned (false) with being studied (right). if misconception not corrected, it will have a negative impact on future learning. misconceptions can understanding comprehension in biological materials, because the concept in biology are closely linked and are key to understanding other concepts, so that misconceptions on the concept lead to misconceptions on other concepts. there are so much textbooks from different publishers arround us. the number of books circulating in the community to make the government take action to assess the feasibility of textbooks through badan standar nasional pendidikan (bsnp) which is based on the national education minister regulation no. 22 year 2007 dated june 25, 2007 regarding the stipulation textbooks are requirements eligibility for use in learning process. despite their due diligence did not make an outstanding textbook avoid misconceptions. therefore it is necessary to identify in the textbook. in identifying misconceptions used standard criteria refer to dikmenli, cardak, oztas (2009) and hersey (2004). to analyze the research results are used textbook of campbell (2008) because this book has long been used as a reference or reference internationally in schools and universities in various countries. the referance book presents a precise science, introduces scientific thinking and also have a clear picture so that easy and informative. method this research was conducted at the campus 3 library of the university of ahmad dahlan april to september 2016. this study is a qualitative descriptive study provides the interpretation of data obtained in a rational and objective. this research subject is the content of the textbook for high school biology class x. dyah ayu febrianna saputri & trianik widyaningrum/ international journal of active learning 1 (1) (2016) 33 while the object under study is the truth of the concept virus chapter textbook for high school biology class x books used 3 pieces textbook class x. this study uses analysis tables. according to puji (2011: 25) the steps taken to obtain research data is as follows: 1. preparation things that need to be prepared before doing research on the suitability of the concept with a bouquet biology textbooks campbell & recee volumes 1 to make data analysis instrument table first. table instrument based on the opinions dikmenli, cardak, oztas (2009: 430) and hersey (2004) with 5 categories of misconceptions that, misidentification, overgeneralization, oversimplification, obsolete concept and term, and undergeneralization. the instrument table is used to record discrepancies concepts in the textbook biology class x which does not correspond to the text book along pembetulannya. 2 book publishers biology erlangga, coded a for book publishers biology erlangga first and a code b for biology book publishers erlangga second. while bse was coded c. 2. implementation research carried out by analyzing the suitability of the concept of compatibility with the concept of material. the steps are as follows: a. analyzing this step is material analysis on virus chapter at biology textbooks for grade x. by reading, observing, and understanding the material. the researcher, searched for the misconception between textbook and . b. recording step recording is done by recording the results of the analysis into analysis tables. listening on the table analysis accompanied by (pembetulannya)?. c. grouping after all the concepts in textbooks recorded on the table and analyzed, then grouped into 5 categories of misconceptions that misidentification, overgeneralization, oversimplification, obsolete concept and term, and undergeneralization. 3. conclusion the researcher made the conclusions to described the quality of the biology textbooks for grade x. result and discussion percentage of misconceptions of each category here is a comparison chart of the percentage of the misconceptions of each category as follows: figure 1. diagram percentage misconception each category gloss: mi : misidentification og : overgeneralization os : oversimplification oct : obsolete concepts and term ug : undergeneralization based on the diagram (figure 1) number of misconceptions category three books that misidentification of 0%; overgeneralization category at 7.15%; oversimplification category amounted to 36.73%; obsolete concept and term category 10.34%; and undergeneralization category of 8.96%. 1. percentage of misconceptions in the textbook of biology class x here is a comparison chart of the percentage of misconceptions in the biology textbook grade x. dyah ayu febrianna saputri & trianik widyaningrum/ international journal of active learning 1 (1) (2016) 34 figure 2. diagram percentage of misconceptions on the biology textbook grade x the diagram (figure) that the shawn percentage of misconceptions analysis biology textbook on the textbook a class x 11.10%; textbook b by 21.05%; and textbook c by 31.03%. concept analyzing is a developed procedure to help teachers in planning instruction sequences for the achievement of the concept. according to dahar (2011: 93) to analyze the concept, teachers want to pay attention to things: (a) name the concept, (b) attributes the criteria and attributes of the variables of the concept, (c) definition of the concept, (d) example and non examples of the concept, and (e) relationship concepts with other concepts. in analyzing the virus chapter misconceptions in biology textbook for grade x using the instructions referred to journal of dikmenli, cardak, oztas (2009: 430) and hersey (2004). ratings are divided into five categories: misidentification, overgeneralization, oversimplication, obsolete concept and term, and undergeneralization. in the textbook a found three misconceptions that devide into a overgeneralization category, a oversimplification category, and a undergeneralization category. in the textbook b found four misconceptions among 3 oversimplification categories and a undergeneralization category. while the textbook c found nine misconceptions among a overgeneralization category, 5 oversimplification categories and 3 obsolete concept and term categories. in the textbook a, undergeneralization category was found. it didn’t explain in detail about the sixe of the virus. in textbook a elaborated that the virus very small size does not allow it to have a structure as the structure of the cell. however, the concept is not disclosed in detail according to the reference book on campbell and reece (2008: 413) is the smallest virus is a 20 nm-diameter smaller than the ribosomes. according to mims (2004) virus size smaller than the bacterial cells. its size ranges from 0.02 micrometer to 0.3 micrometer (1 μm = 1/1000 mm). the unit of measurement virus is usually expressed in nanometers (nm). 1 nm is 1/1000 of a micrometer and a millionth of a millimeter. the chickenpox virus is a virus which is the largest size that a diameter of 200 nm, and the polio virus is a virus of the smallest measuring only 28 nm. oversimplification category in textbook a because part of virus picture do not depict the original object. part of virus picture (figure 4) can to clarify the picture of textbook a (figure 3). figure 3. textbook a figure 4. clarification virus the next concept experienced overgeneralization on textbook a about the concept of the number of virus genes, with by indicators misconceptions, the concept outlined incomplete. in the textbooks described that estimated the virus is only made up of 2 to several hundred genes. however, the translation of the complete lack of reference according to the book. then it can be fitted into a sentence such as this smallest known viruses have only four genes in their genomes, while the largest has a few hundred to a thousand genes (campbell and reece, 2008: 414). dyah ayu febrianna saputri & trianik widyaningrum/ international journal of active learning 1 (1) (2016) 35 in the textbook b found three categories of oversimplifications with indicators image is too simple. the first image in the image bacteriophage, which is second in the image tmv shape and influenza virus, and the third on the structure of hiv. the first oversimplification category on image of bacteriophage body structure. it is too simple and does not portray the authenticity of the object. figure 6 can be used to make figure 5 more objective figure 5. textbook b figure 6. clarification picture the second oversimplification, the image is too simple and does not portray the authenticity of objects in the image when mosaic virus attacks tobacco and influenza virus. figure 8 can be used to make figure 7 more objective and spesific. figure 7. textbook b figure 8. clarification picture the third oversimplification the image is too simple and does not portray the authenticity of the hiv virus. figure 10 can be used to make figure 9 more objective and spesific. figure 9. textbook b figure 10. clarification picture the next category undergeneralization in the textbook b concept is not disclosed in detail. textbook b, elaborated that one of the characteristics similar to the virus organism obligate parasites, which can only multiply inside living cells. but the concept is not disclosed in detail as in a reference book that viruses are obligate intracellular parasites that use equipment and small molecules of its host cell to reproduce (campbell and reece, 2008: 415). in the textbook c there were a overgeneralization category, five oversimplification categories, and three obsolete concept and term category. categories were found by incomplete concepts outlined. in the textbook c described that some viruses, such as herpes viruses and influenza viruses, can also be equipped by a cover or envelope of lipoprotein (lipid and protein). however the concept is not spelled out in full as in the reference book. packaging is a plasma membrane derived from the host cell of virus. sentence can be equipped with an envelope virus (viral envelopei), which is derived from the membrane of the host cell, containing phospholipids and proteins of the host cell membrane (campbell and reece, 2008: 414). category obsolete concept and term found in the image of lysogenic cycle, lytic cycle, and various shape of the virus with the reference indicators on the concept has exceeded the time limit scientifics (± 10 years) without a valid update. in the textbook c found three pictures experiencing misconceptions by obsolete concept and term categories. the first picture in the book who suffered obsolete c concept and term with the image reference indicator has exceeded the time limit scientifics (± 10 years) without a valid update, contained in the image of different kinds of viruses. so that needs correcting images figure 11 with newer reference figure 12. dyah ayu febrianna saputri & trianik widyaningrum/ international journal of active learning 1 (1) (2016) 36 virus cacar virus herpes virus mosaik tembakau virus influenza virus polio adenovirus virus hiv virus gondong figure 11. textbook c figure 12. clarification picture the second picture in the textbook c who have obsolete concept and term with the image reference indicator has exceeded the time limit scientifics (± 10 years) without a valid update, at the lytic virus replication. so that needs correcting images figure 13 with newer reference figure 14. (a) adsorpsi (b) injeksi (c) sintesis (pembentukan) (d) perakitan (e) litik figure 13. textbook c figure 14. clarification picture the third picture in the textbook c who suffered obsolete concept and term by the image reference indicator has exceeded the time limit scientifics (± 10 years) without a valid update, on the lysogenic virus replication. so that needs correcting images figure 15 with newer reference figure 16. (a) (b) – (e) (f) figure 15. textbook c figure 16. clarification picture in the book c is also found in the oversimplification category, on five virus picture: influenza virus, herpes virus, polio virus, the aids virus, and ebola virus by indicators image is too simple and does not portray the authenticity of the object. correction for the five to make image with the image looking more needed objective and specific. recapitulation miksonsepsi analysis on the textbook a had 3 concept of 27 overall concept, textbook b had 4 concept of 19 overall concept, and textbook c had 9 concept of the 29 overall concept. recapitulation percentage misconceptions analysis in the book are calculated by dividing the number of misconceptions with a total concept. from the calculations, the total percentage of misconceptions on the textbook a 11.10%; textbook b 21.05%; and textbook c 31.03%. while the percentage of each category obtained 0% for the misidentification category; 7.15% for the overgeneralization category; 36.73% for the oversimplification category, 10.34% for the obsolete concept and term category; and 8.96% for the undergeneralization category. if the percentage is ranked number misconceptions first order by 31.03% on textbook c; the second order of 21.05% on textbook b, and the last order of 11.10% on textbook a. oversimplification category is most prevalent in the amount of 36.73% in the first place; obsolete concept and term category dyah ayu febrianna saputri & trianik widyaningrum/ international journal of active learning 1 (1) (2016) 37 second order of 10.34%; undergeneralization category third of 8.96%; overgeneralization category fourth at 7.15%; and the last number in the of misidentification category by the percentage of 0%. for a misconception that could occur due to the author of the less scrupulous so there is still a discrepancy concept. while the image suffered due to lack of clear misconceptions in the designation of parts of images and incomplete parts of the image or the image too simple. this is possible because the print quality is not good, so the presence of a picture or illustration that accompanies the paragraph which is intended to enhance students understanding the confused paragraph. from here also can be seen that the print quality also plays an important role in the preparation of textbooks. conclusions based on the description of the results misconceptions analysis on the virus chapter in biology textbook for high school student grade x, it can be deduced that the percentage of misconceptions that misidentifications of 0%, overgeneralizations as much as 7.15%, oversimplications as much as 36.73%, obsolete concept and terms as much as 10.34%, and undergeneralizations as much as 8.96%. while the percentage of the misconceptions found in every on the virus chapter biology textbook grade x that is 11.10% on the textbook a; 21.05% on textbook b; and 31.03% on the textbook c. for biology teachers are expected to be more careful in choosing the book and if there is a misconception in the book is given rectification. for the author, the book is expected in order to make corrections on the book of the misconceptions so that no misconceptions for readers, especially for teachers and students. references adisendjaja, y.h. dan romlah, o. 2007. identifikasi kesalahan dan miskonsepsi buku teks biologi smu. bandung: seminar nasional pendidikan biologi dan biologi, jurdik biologi fpmipa upi. alwi, h. 2007. kamus besar bahasa indonesia edisi ketiga. jakarta: balai pustaka. campbell, n.a. & j.b. reece. 2008. biologi. edisi kedelapan jilid 1. terjemahan: d. t. wulandari. jakarta: erlangga. dahar, r.w. 2011. teori-teori belajar dan pembelajarannya. jakarta: erlangga. depdiknas. 2007. peraturan menteri pendidikan nasional nomor 22 tentang standar isi isi pendidikan. jakarta: departemen pendidikan nasional. deshmukh, n.d. & v.m. deshmukh. 2011. a source of students misconceptions at the secondary school level. journal of education. dikmenli, m. 2009. misconceptions of cell division held by student teachers in biology, a drawing analysis. scientific research dan essay 5 [2]: 235-247. kaltakci, d. & a. eryilmaz. 2013. identifying preservice physics teacher misconseption with three-tier tests. journal of scondary science/math. muller, d. a., & m. d. sharma. 2007. conceptual change through vicarious learning in an authentic physics setting, intructional science. novak, j. d dan canas, a. j. 2008. the theory underlying concept maps and how to construct and use therm. florida: institute for human and machine cognition (ihmc). puji, d.l.a. 2011. analisis buku ipa materi biologi smp kelas vii semester i dan ii berdasarkan ktsp yang digunakan di kabupaten blora skripsi. semarang: unnes. rustaman, n.y. 2005. strategi belajar mengajar biologi. malang: universitas negeri malang. suparno, p. 2005. miskonsepsi dan perubahan konsep dalam pendidikan fisika. jakarta: pt grasindo. yusuf, y. 2006. upaya peningkatan aktifitas dan hasil belajar biologi melalui penggunaan peta konsep pada siswa kelas ix smp negeri 2 pekanbaru tahun ajaran 2004/2005. journal biogenesis. vol 2. 66 ijal 1 (2) (2016) international journal of active learning http://aseanjournals.com effectiveness of learning based problem solving with aspect ontology, epistemology, axiology to increase critical thinking ability and understanding thermochemical concept of students afadil afadill  suyono suyono 2 , sri poedjiastoeti 3 1department of chemistry education, faculty of education, tadulako university, indonesia 2doctoral science education, state university of surabaya, surabaya, indonesia 3state university of surabaya, surabaya, indonesia info articles ___________________ history articles: received 5 august 2016 approved 19 september 2016 published 25 october 2016 ___________________ keywords: model ps-trilogi, effectiveness, critical thinking, understanding of the thermochemistry concept _______________________ abstract ____________________________________________________________ this study is part of a development of problem solving learning model with aspects of ontology, epistemology, and axiology (model ps-trilogi) to improve critical thinking skills and student understanding of thermochemistry concepts. these objectives can be achieved if the model ps-trilogi is valid, practical, and effective. the study design followed the research and development. the effectiveness of the model ps-trilogi assessed by observers and implemented through the instrument test critical thinking skills and understanding of thermochemistry concepts at 33 students in chemistry education studies of tadulako university. the results obtained showed that the percentage of positive responses given by students is very high due sense of excitement, novelty, interest, and support learning media are respectively 94.95%; 90.91%; 90.91% and 96.97%. indicators that measure critical thinking skills is the interpretation, analysis, inference, and self-regulation. n-gain value for the indicator interpretation, analysis, and self-regulation in middle category of 0.5; while indicators inference at the high category of 0.7. understanding of the thermochemistry concept 13 students has a value n-gain of 0.8 to a high category. based on the results obtained show that the model ps-trilogi is effective. how to cite ____________________________________________________________ afadil, a., suyono, s., & poedjiastoeti, s. (2016). effectiveness of learning based problem solving with aspect ontology, epistemology, axiology to increase critical thinking ability and understanding thermochemical concept of students. international journal of active learning, 1(2), 66-74 . © 2016 universitas negeri semarang  address correspondence: jl. soekarno hatta km. 9, kota palu, sulawesi tengah p-issn 2528-505x afadil et al. / international journal of active learning 1 (2) (2016) 67 introduction the chemistry is acquired and developed generally based on experiments involving skills and reasoning for the answer to the question of what, how, and to what natural phenomena associated with the properties of matter, the structure of a substance, a substance changes, laws, principles describe a substance changes, concepts, and theories that explain the change of substance. when viewed from the side of the philosophy of science, the concepts in the sciences (including chemistry) refers to the three questions, namely questions relating to aspects of ontology, epistemology, and axiology. this suggests that the high-level thinking skills including critical thinking skills have an important role to understand the material chemistry (chandrasegaran, treagust & mocerino, 2007). critical thinking skills are necessary thinking skills of students in making decisions that are reliable and responsible, investigate problems, asking questions, giving new answers, find information, and draw conclusions (schafersman, 1991). the results of the study conducted on students of the fifth semester at the university fkip tadulako (afadil, 2013), obtained a general description that the level of critical thinking skills of students for all assessment criteria the highest was 80.8% (a score of 42 out of a maximum score of 52) and the most low 48.1% (a score of 25 out of a maximum score of 52) with the average of the overall sample was 64.6%. this indicates that the level of critical thinking skills of students of chemical education fkip tadulako against thermochemical material is still relatively low. nevertheless, according to eggen & kauchak (2012) that the students' critical thinking skills can be improved through learning in the classroom. this is because learning is the result of thinking. their retention, understanding, and active use of knowledge can be created through the learning experience in which students learn to think about what and how to study it. further explained that through the application of problem solving steps in the learning of chemistry with the aspect of epistemology of science can foster students' critical thinking skills (afadil, 2014). according to effendy (2014), the fundamental problem in chemistry learning today are (1) obtaining an understanding of chemical by learners is not intact, and (2) are not optimal development of higher order thinking skills (higher order of thinking skills = hots). learning is not fundamentally produces incomplete understanding and less potential for developing students' higher level thinking skills (hots) learners. further explained that in order to carry out the chemistry learning in accordance with the demands of curriculum 2013 is required: (1) understanding of chemical materials fundamentally by teachers, (2) the ability of teachers to exploit the subject matter to improve the character and hots learners, and (3) the ability of teachers making optimal use of ict in learning. the fundamental essence of this learning model developed is a form of chemical problems penyuguhan authentic and meaningful to the students to be solved through fundamental assessment cooperatively to help improve critical thinking skills and student understanding of concepts. ps-trilogi models is one model of learning which is based on different stages of learning are identification difficulties, problemsolving plan, the implementation plan, communicate, checking back, and evaluation with the aim to improve critical thinking skills and student understanding of chemical concepts. study concept in which students overcome difficulties to solve the problem referring to the questions relating to aspects of ontology (definitions, theory/law, for example, the existence of, and the similarities/differences), aspects of epistemology (the background, methods/procedures, relations and difficulties), and aspects of axiology (the meaning and benefits). characteristics of this model is formulated based on the study of theory and analysis at the preliminary stage and development. pstrilogi models are developed based on the characteristics of a learning model according to afadil et al. / international journal of active learning 1 (2) (2016) 68 arends (1997), which gives an overview there are at least four (4) specific characteristics of a learning model, namely: (1) rational logical compiled theoretical designer, (2) the rationale of the learning objectives to be achieved and how learners to achieve these objectives, (3) the activity of teachers and learners are required so the model is applied effectively, and (4) the learning environment needed to achieve the learning objectives. the quality of the resulting model design based on three criteria (nieveen, 2007). the first is the validity, which include relevance (content validity) and consistency (construct validity). second is the practicality, the design study model developed can be applied in real field. third is the effectiveness, namely the implementation of learning model in the field to deliver the result destination. methods the design used in this research is the design of research and development. the effectiveness of the model ps-trilogi is a measure of the quality of the learning model related to the objectives to be achieved in its development, namely improving critical thinking skills and student understanding of concepts. pstrilogi model is said to be effective if it is able to achieve these goals is measured through a sheet of response, critical thinking skills test, and test understanding of thermochemistry concepts. indicators of critical thinking skills are assessed in this study is the interpretation, analysis, inference, and self-regulation. students' understanding of the concept of thermochemical include the level of student understanding of thermochemical concepts tested and apply them to the concrete situation. ratings critical thinking skills and student understanding of concepts expressed in percentages. steps of data analysis are as follows: (a) to recapitulate the results of pretest and posttest assessment of each student on the thermochemistry material, (b) calculate the scores obtained by each student in the critical thinking skills and understanding of thermochemical concepts under the rubric of critical thinking skills, (c) calculating the values obtained (n) by dividing the score of each student with a maximum score multiplied by 100. determine the categories of critical thinking skills and understanding of the concept of students in each concept by matching the value obtained every student with learning achievement levels are set (an adaptation of gronlund, 1996) as follows: 85% ≤ n=very high 75% ≤ n < 85%=high 60% ≤ n < 75%=medium 40 ≤ n < 60=low n < 40=very low category critical thinking skills and student understanding of concepts expressed either category if the level of every student minimal medium and high. changes in critical thinking skills and student understanding of concepts thermochemical determined through calculation of the n-gain (gain normalized) obtained by the students before and after implementation of the model ps-trilogi (hake, 2002). results and discussion one of the requirements is to have quality learning model effectiveness or capable of achieving its development objectives. devices used to assess the effectiveness of the model tps-trilogi is a sheet questionnaire responses, critical thinking skills test instruments and test instruments student understanding of thermochemical concepts. data questionnaire student response to the implementation model ps-trilogi student response questionnaire prepared for the purpose of determining the response or responses of students to learning activities. aspects of student response assessment consists of four aspects, namely: (a) a sense of happy feeling to the learning component, (b) student opinion on the novelty of learning, (c) student interest in participating in learning activities afadil et al. / international journal of active learning 1 (2) (2016) 69 with the same model, and (d) student response media support used. the results of the four aspects are: figure 1. data response students provide answers to the happy feeling, novelty, interests, and media support of implementation model ps-trilogi based on figure 1, the students gave a positive response to the expressed sense of fun, new, interest and media support related components and activities implemented in application of the model ps-trilogi are at very high category, ie 94.95%; 90.91%; 90.91% and 96.97%. the reason given by students include: (1) thermochemical materials that were easy to understand, not a lot of complex calculations, given the material studied in depth so as to provide a good understanding, learning material interesting because it is supported by the medium of learning, learning environment, and the way professors teach well, (2) the material contained in lkm is done through learning software, which is varied and profound question is that has never been found while in high school, (3) lesson activities help hone the ability to remember and learn the concepts that have been acquired during high school, increase motivation in learning, and help improve critical thinking skills, (4) the use of media in learning activities to help students improve their understanding of the material thermochemistry. utilization of learning software is very interesting in learning activities because it leads to a serious student, focus, and timely in resolving the problem. students data of critical thinking skills critical thinking skills that are measured in the subject matter thermochemical through pretest, posttest, and the results obtained at each learning. the results of the determination of the category of students' critical thinking skills are presented in table 1. table 1. percentage of each student critical thinking skills indicators after implementation model ps-trilogi n o categ ory number of students percentage (%) a b c d a b c d 1 very high 0 0 17 0 0.0 0 0.0 0 51. 52 0.0 0 2 high 0 4 16 3 0.0 0 12. 12 48. 48 9.0 9 3 medi um 32 29 0 30 96. 97 87. 88 0.0 0 90. 91 4 low 1 0 0 0 3.0 3 0.0 0 0.0 0 0.0 0 5 very low 0 0 0 0 0.0 0 0.0 0 0.0 0 0.0 0 total 33 33 33 33 100 .00 100 .00 100 .00 100 .00 information: a = interpretation c = inference b = analysis d=self-regulation based on the data in table 1 it appears that in general increased to the category of medium, high and very high. the increase was achieved through improving the understanding and activities of students answer questions in lkm at every learning demanded reviewing aspects of the concept by answering questions of ontology, epistemology, and axiology. the magnitude of changes in students' critical thinking skills is one indicator of the effectiveness of the model ps-trilogi is determined by calculating the n-gain (gain normalized). n-gain calculation value for thermochemical material presented in figure 2. afadil et al. / international journal of active learning 1 (2) (2016) 70 figure 2. values of n-gain critical thinking skills students on thermochemistry materials based on figure 2 shows that the value of n-gain critical thinking skills of students in thermochemical material is in the range of 0.5 to 0.7. these results suggest that the ability of interpretation, analysis, and self-regulation of students in middle category, inference abilities of students at the high category. that is, the application of the model ps-trilogi led to a good increase of the students' ability to interpret, analyze, self-regulation, and led to an increase in very well to the ability of students do inverensi. results test data concept training student understanding the concept of student thermochemical measured by administering the test before and after the application of learning models. percentage category thermochemistry student understanding of the concept after implementation of the model ps-trilogi presented in table 2. table 2. percentage category concept training thermochemical students after implementation model ps-trilogi concept training concept category (%) st t s r sr system 73 9 12 6 0 heat 79 6 12 0 3 changes in enthalpy 75 15 5 4 1 thermochemist ry reaction 76 15 7 2 0 work 73 15 9 3 0 energy changes within 76 15 5 5 0 combustion enthalpy changes 80 14 5 2 0 concept training concept category (%) st t s r sr changes in enthalpy of neutralization 73 15 9 3 0 calorimeter 78 13 6 2 1 diagram enthalpy changes 64 21 15 0 0 hess law 62 21 14 2 2 the formation enthalpy change standard 76 8 12 2 3 energy association average 84 5 4 4 3 based on data from table 2 shows that, in general category student understanding of concepts in materials thermochemical increased after implementation of the model pstrilogi. analysis of changes in student understanding of concepts thermochemical can be determined by calculating the n-gain (gain normalized) obtained by the students before and after implementation of the model. the result of the calculation of the value of n-gain every concept is presented in figure 3. figure 3 shows that the general understanding of the concept of student thermochemical increased after application of learning models. this is evidenced from the 13 concepts tested obtaining the average value of the n-gain in the high category. that is, the application of the model ps-trilogi led to excellent improvement of the understanding of the students thermochemical concept. afadil et al. / international journal of active learning 1 (2) (2016) 71 discussion one of the requirements of quality learning model is as effective or capable of achieving its development objectives (nieveen, 2007). according to jakobsen, eggen, & kauchak (2009) that effective learning can occur when learners are actively involved in organizing and finding relationships through the provision of information provided feedback. the results of these activities not only enhance the students understanding of the learning material but also involves thinking skills. students response response was defined as a form of readiness in determining a positive or negative attitude towards the object or situation that is shown through the perception and participation (gie, 1998). student response with arguments against the components and learning activities written in the questionnaire. the results obtained on the implementation of the study showed that in general the students give positive response to the application of the model pstrilogi in thermochemistry learning. positive responses given by students of the components and the learning activity indicates that students have a high interest in learning. according to gie (1998) that facilitate the achievement of the concentration of interest in one's mind and concentration on an object. interest causes someone did attempt to approach, know, own, control, or associated with the object. good feelings shown by students towards learning component is inseparable from the lecturer's ability to motivate students by building a fun learning environment. his is in accordance opinions arends (2008), which explains that the attributes associated with motivation emphasized the importance of building a learning environment that is fun, harmless and safe, which at a certain level learners have self-determination and responsibility for their own learning. attitude and orientation of teachers in certain learning situations have a considerable influence on the response of students to a variety of learning situations. he responses given by the students depending on student interest in learning to follow. comments given by students associated with interest following the lecture by using the model ps-trilogi shows serious attention to learn something new. according to syah (1999) there are two factors that affect the interest of learners following study, namely: (1) the intrinsic factor; things and circumstances that come from within his own self-learners who can push action learning, please include the feeling of the material and the need for such material, (2) extrinsic factors; things and circumstances that come from outside the individual learners are also encouraged her to do learning activities, includes praise, reward, learning environment, and how to teach. the positive response given by the students associated with the support of the media in helping students perform a concept study with aspects of ontology, epistemology, and axiology and improve critical thinking skills in accordance with the indicators specified in resolving the problem. this is illustrated by the results shown by the students through activities during the learning process. activities undertaken by the student is not in spite of the high interest, passion and motivation in learning. student activities lkm working in earnest show their intrinsic motivation. intrinsic motivation is the behavior exhibited by a person driven internally by interest and curiosity alone or for pleasure gained from an experience (arends, 2008). the critical thinking skills of students critical thinking skills is an ability that is not innate (schafersman, 1991). critical thinking skills, including the ability to be taught so that these skills can be learned (halpern, 1999; garratt, overton, tomlinson, and clow, 2000; robbins, 2005). based on the above opinion, the learners should be given meaningful experiences for learning in order to me¬ngembangkan critical thinking skills. that is, teachers are obliged to condition pembelajar¬an so that learners are able to develop intelligence and critical thinking skills. indicators of critical afadil et al. / international journal of active learning 1 (2) (2016) 72 thinking skills achieved in this research is the ability of students interpretation, analysis, inference, and self-regulation. interpretation of the result of thinking is based on a particular view as a starting point (facione, 2013). the results obtained by the student in accordance with the description given by fisher (2009), which explains that critical thinking requires the ability of interpretation and evaluation of observation, communication, and sources of other information, but it also requires skills in thinking of assumptions, in the filed relevant questions, and in drawing implications. according facione (2013), the analysis is the ability to identify relationships things are expected with tangible evidence, eg statements, questions, concepts, description, evidence, experience, information, and opinions. ability gained students in accordance with the opinion expressed by kheng (2008) that analyzes as one indicator of the ability of critical thinking is the ability to determine the parts making up a statement, question, concepts, description or other purposes to disclose the information and make a further explanation in deciding and implementing appropriate actions destination. therefore, it can be concluded that the activities of student conduct studies with aspects of the concept of ontology, epistemology, and axiology on the application of the model ps-trilogi is able to enhance the critical thinking skills of students especially analytical skills in problem solving. according facione (2013), the inference is a process to interpret and summarize information in order to achieve the goal. the ability demonstrated by the student in accordance with the opinion expressed by kheng (2008) that the inference is the ability to identify and ensure the elements required to describe the reasons in making inferences, forming predictions and / or hypotheses, adjust tactics and strategy taking into account the information in the form of data, statement, principles and concepts. herefore, it can be concluded that the activities of the students review the concepts with aspects of ontology, epistemology, and axiology on the application of the model ps-trilogi able to foster critical thinking skills of students, especially the ability of inference in resolving the problem. self-regulation is the awareness that is owned in the control of a person's cognitive activities, which resulted in deductions, particularly in applying the skills to analyze for consideration by way of questioning, to make sure, validate or correct the reasoning of others (facione, 2013). the results obtained by the student in accordance with the explanation put forward by kheng (2008) that self-regulation is defined as the ability to identify and analyze for consideration by way of questioning, to make sure, validate or correct the reasoning of others. based on the above it can be concluded that the activities of student conduct studies with aspects of the concept of ontology, epistemology, and axiology on the application of the model pstrilogy slowly able to foster critical thinking skills of students, especially the ability of selfregulation to solve the problem. thermochemistry concept training of students comprehension involves many processes that requires thinking, as explained, finding evidence, justifying thoughts, give additional examples, generalization, and connecting the parts to the whole (brasford in jacobsen, eggen, & kauchak 2009). the ability of understanding of the concept in this study was measured through students' ability to use the concepts, principles, theories, and laws thermochemistry in solving the problem indicated by the test scores of students understanding of the thermochemistry concept. students are encouraged to understand the basic applications thermochemical materials in everyday life, requires students to have the skills of analysis, and measure the energy generated by the reaction as heat by the condition (atkins, 1999). this is consistent with the explanation put forward by gagne that the ability to distinguish a prerequisite for studying the concept. the concept may contain information which is significant in related or have a relationship with another concept afadil et al. / international journal of active learning 1 (2) (2016) 73 (ibrahim, 2012). that is, every concept does not stand alone, but related to other concepts, so as to be able to learn the concept of each person must be able to distinguish one concept to another concept. based on these images, to help improve understanding of the concepts used in the study material thermochemical model of ps-trilogi in general, the percentage of students' understanding of concepts thermochemical increased, these conditions occur due to several factors, among others: (1) activity student conduct studies concepts with aspects of ontology, epistemology, and axiology described in lkm is helping students improve understanding of concepts to solve problems associated with thermochemistry, (2) a concept that examined aspects of ontology, epistemology, and axiology to solve a problem largely repeated in solving other problems in each lesson, (3) concept study with aspects of ontology, epistemology, and axiology in solving problems related to material thermochemical always learning continuously from one to the other learning. conclutions based on the results and discussion of the response data, critical thinking skills, and understanding of the students thermochemical concept at all study showed that the implementation of the model ps-trilogi in learning can improve understanding of the thermochemistry concept of critical thinking skills. therefore, it can be concluded that the model ps-trilogi is effective. references afadil, (2013). analisis keterampilan berpikir kritis mahasiswa pendidikan kimia fkip universitas tadulako pada materi termokimia. prosiding seminar nasional kimia. palu: prodi pendidikan kimia pmipa-fkip universitas tadulako. afadil, (2014). kajian problem solving dalam pembelajaran kimia melalui aspek epistemologi sains untuk menumbuhkan kemampuan berpikir kritis mahasiswa. prosiding seminar nasional kimia & pendidikan kimia ung. gorontalo: ung pres (anggota ikapi). arends, r.i., (1997). classroom instruction and management. usa: the mc.graw-hill companies,inc. arends, r.i., (2008). learning to teach: belajar untuk mengajar. yogyakarta: pustaka pelajar. atkins, p.w., (1999). kimia fisika jilid 1 edisi keempat. jakarta: erlangga. chandrasegaran, treagust & mocerino, (2007). enhancing students’ ude of multiple levels of representation to describe and explain chemical reactions. school sciences review,88.p.325. effendy, (2014). pembelajaran kimia secara mendasar untuk menjawab tantangan dan memenuhi harapan kurikulum 2013. materi seminar nasional kimia universitas negeri gorontalo. eggen, p., & kauchak, d., (2012). strategi dan model pembelajaran: mengajarkan konten dan keterampilan berpikir. jakarta: indeks. facione, p., (2013). critical thinking: what it is and why it counts. measured reasons and the california academic press, millbrae, ca. fisher a., (2009). berpikir kritis: sebuah pengantar. jakarta: erlangga. garratt j., overton, t., tomlinson, j., & clow, d., (2000). critical thinking exercises for chemists. active learning in higher education, 1(2), 152167. gronlund, n., e., (1996). how to write and use instructional objectives. fifth edition. new jersey: merrill. gie, t., l., (1998). cara belajar yang efektif. yogyakarta: pubib. halpern, d. f., (1999). teaching, for critical thinking: helping college students develop the skills and dispositions of a critical thinker. new directions for teaching and learning, 80, 69-74. hake, r., (2002). relationship of indiviual student normalizer learning gains in mechanic with gender, high-school physics, and pretest scores on mathematic and spatial visualization. tersedia pada: http:www.physycs.indiana.edu/hake ibrahim, m., (2012). konsep, miskonsepsoi dan cara pembelajarannya. surabaya: unesa university press. jacobsen d.a., eggen p., kauchak d., 2009. methods for teaching. yogyakarta: pustaka pelajar. afadil et al. / international journal of active learning 1 (2) (2016) 74 kheng, y.t., (2008). science process skills form 2. selangor: pearson longman. nieveen, n., (2007). formative evaluation in educational design research, in akker, j., bannan, b., kelly, a., e., nieveen, n., & plomp, t., “an introduction to educational design research.” slo. netherlands institute for curriculum development. robbins, s., (2005). the path to critical thinking. diakses pada tanggal 07 januari 2013, dari http://www.hbswk.hbs.edu/archive/4828. html. schafersman, s.d., (1991). introduction to critical thinking. diambil tanggal 12 maret 2013, dari http://www.freeinquiry.com/criticalthinking.html. syah, m., (1999). psikologi belajar. jakarta: logos. http://www.hbswk.hbs.edu/archive/ http://www.freeinquiry.com/ 15 ijal 2 (1) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal readiness for blended learning viewed from the students’ attitude towards learning aspects hanita yulia faculty of information and technology, satya wacana christian university, indonesia info articles ___________________ history articles: received 23 february 2017 approved 11 march 2017 published 1 april 2017 ___________________ keywords: blended learning, learning flexibility, online learning, online interaction, study management, face-to-face learning _______________________ abstract ____________________________________________________________ blended learning combines the advantages of online learning and conventional classroom. however, merely combining online learning and conventional classroom might not fulfill students’ need, and could lead to unexpected failure. therefore, it is necessary to know the students’ readiness, which is a prerequisite for the successful implementation of this learning model. this is a qualitative and quantitative descriptive research, aims to describe the students’ readiness for blended learning implementation, viewed from the students’ attitude towards learning aspects in blended learning. the questionnaires were distributed to 108 students of the faculty of information and technology to know the use of technology, internet access, online activities, and the students’ attitude toward learning aspects. in-depth interviews to the students were conducted to know deeper on the students’ attitude toward the learning aspects in bl. the findings show that the students were very ready for the implementation of blended learning. it can be seen from students’ positive atitude toward online aspects (learning flexibility, online learning, online interaction, and study management), as much as 83%, higher that the score of their attitude toward conventional classroom learning which is 77%. the students’readiness is a foundation for the successful implementation of blended learning, which should be supported by both lecturers and organization. how to cite ____________________________________________________________ yulia, h. (2016). readiness for blended learning viewed from the students’ attitude towards learning aspects. international journal of active learning, 2(1), 15-26. © 2017 universitas negeri semarang  address correspondence: jl. diponegoro 52 – 60, salatiga 50711 e-mail: hanita.yulia@staff.uksw.edu p-issn 2528-505x hanita yulia / international journal of active learning 2 (1) (2017) 16 introduction the success of learning process is measured in some ways. one of them is through the expected learning outcome. an innovative learning model that can provide meaningful learning experiences which is more than just getting the knowledge of the teacher, is needed to achieve the expected learning outcome. currently, blended learning model, called bl in this study, is popular and accepted as a way of teaching and learning in higher education (guangzhi and lunjin, 2012). this model combines classroom learning and technology-based learning. in the 21st century education, technology-based learning either synchronous or asynchronous allows teachers to have a variety of innovative ways to deliver content and learning activities to students (tseng and walsh, 2016). several studies have found that online learning is proven to provide creative teaching which is appropriate to the abilities and learning styles of each individual, as well as involving students in active learning with a variety of interactive source materials (cho and cho, 2014; sydnor et al, 2014). on the other hand, creative and innovative classroom or face to face learning environment is also important. social perspective such as the level of human relationships, social interaction and spontaneous comments can’t be obtained in online learning environment (bonk & graham, 2006; woo and reeves, 2007). both online and face to face learning have their own advantages and can be complementary when combined into a blended learning model. harris et al (2009) adds that bl is a methodology of effective resources with the potential to support teaching and enrich students’ learning experience. some studies have also discovered the benefits of blended learning. bl is useful in making learning more meaningful for both individual and social level (hew & cheung, 2014; prat-corominas et al in trujillo et al, 2016). for higher education in particular, bl enables the transformation of education approach, the creation of knowledge in collaboration with colleagues and understanding of how to use information in a particular context (marquez and jimenez-rodrigo, 2014). some previous studies mostly focus on the positive influence or advantages of bl model. on the other hand, kilmurray (2003) stated that merely combining online and conventional learning in a blended learning model might not fulfill the students’ need and could lead to unexpected failure. therefore, it is important to ensure the readiness of some stakeholders for blended learning implementation. harris et al (2009) highlighted the importance of perspective from multiple stakeholders such as organizations, teachers and students. among these three, the students play the most vital role. therefore, it is considered very important to asses the students’ readiness to implement bl model completely (park, 2009; baldwin-evans, 2006). the students’ readiness is highly needed because in bl model they are demanded to be more independent and less dependence to the teachers. in this learning model, the students are demanded to make deliberate efforts aimed to plan, manage, and direct their learning activities and share learning responsibilities with their teachers (tsai, 2010). in other words, the students’ readiness is a prerequisite for the successful implementation of bl (meng tang and yen chaw, 2013). one of the ways to assess the students’ readiness for bl implementation is to see their attitudes toward different learning aspects in bl. it is because students’ attitudes are linked to quality of learning (sanprasert, 2010; ituma, 2011). tang meng and yen chaw (2013) added that the students’ attitude toward the six different aspects of learning (flexibility of learning, online learning, learning management, technology, online interaction and classroom learning) could affect their readiness for bl implementation. the students’ readiness is an important hanita yulia / international journal of active learning 2 (1) (2017) 17 factor for the successful implementation of this learning model. therefore, the research aims to describe the students’ readiness for bl implementation viewed from their attitudes toward different aspects in bl learning (flexibility of learning, online learning, learning management, technology, online interaction and classroom learning). knowing the students’ readiness, it is expected that the teachers and organization can arrange effective strategy for the successful implementation of blended learning implementation. blended learning known as hybrid learning, has three definitions according to white lock and jelfs (2013), such as (1) a combination of conventional learning and online web based learning, (2) a combination of media and devices used to build e-learning, and (3) a combination of a pedagogic approach which is not affected by the use of technology. however, experts are generally more likely to agree that the core of the bl is a combination of the benefits gained from online learning environment and face-to-face learning in which involves the merging of media and learning methods in order to provide different and meaningful learning experience (osguthorpe and graham, 2003). face to face learning environment provides more opportunities for social interaction that students need to guide them through learning. on the contrary, web-based learning environment provides the flexibility of time and place which is not possible in face-to-face learning. furthermore, based on the proportion of online material, allen et al (2007: 5) gives a clear category of learning on how learning is classified into bl. the categorization is illustrated in table 1 below. table 1. class type classification proportion of online materials class type description 0% class without the use of online technology. the learning material is delivered in oral and written. 1 – 29% web facilitated class uses web-based technology to facilitate direct/traditional learning. the course uses learning management system (lms) or web page to display syllabus or assignment. 30 – 79% blended class combines online and face-to-face learning. the substantial proprtion of the material is delivered online. usually the class provides online discussion, but there is also several times face-to-cafe learning. 80+% online most of the material or all material is delivered onlihe and usually doesn’t have face-to-face learning. source: allen dkk, 2007. based on the table above, the class is said to apply bl if the portion of applying online learning ranges from 30% 79% and combined with face-to-face learning. meanwhile, there are some benefits from the application of bl. poon (2013) mentions some benefits of bl such as high flexibility for both teachers and students, high autonomy, development of the skills needed for research and reflection, reduce of the average dropout, as well as reduce of the costs associated with learning materials. garisson and kanuka (2004) provides specific hanita yulia / international journal of active learning 2 (1) (2017) 18 benefits of blended learning in which face to face learning is included, such as the opportunity to build a sense of togetherness, cooperation and collaboration among the students will be real when they finally meet on face to face learning to have open dialogue, experience critical debate and participate in various open communication safely. wasoh (2014) in his research adds some reasons why teachers apply bl for blended learning is proven to increase communication which is usually limited in the classroom, improve learning to be more interesting because students are not easily get bored, creating a student-centered learning environment because they find information in learning themselves, more flexible time and place of learning, and improve access to learning materials. sharpe et al (2006) describes three ways bl may be adopted in higher education learning. first, learning materials are available online via the lms (learning management system) to equip traditional learning activity. second, digital technologies and science education has just been introduced to students for radical learning experience. the third is the use of digital technologies by students. park (2009) states that it is essential for higher education learning to understand the students’ attitude to assess their readiness in the implementation of bl. in a study conducted by meng tang and yen chaw (2013) it was found that students’ attitude towards five learning aspects (learning flexibility, online learning, learning management, technology and online interaction) have a positive influence on their adaptability to bl. and students’ adaptability to bl has positive effect on student readiness to bl. it means the more positive their attitude towards these five aspects of learning, the better adaptability they have to bl and they are more ready for bl. however, in their study, the students’ attitude toward technology is considered not to affect the students’ adaptability toward bl as students nowadays are tech-savvy generation (generation of technological/digital literacy). on the other hand, there is a negative correlation between students’ attitude towards face-to-face /classroom learning and their readiness to implement bl. furthermore, the correlation between students’ attitude toward learning aspects and the students’ adaptability toward blended learning as well as their readiness to implement blended learning can be depicted in the following figure. figure 1. students’ atitude toward learning aspcts, students’ adaptibility toward bl, and students’ readiness for bl model (adapted from meng tang and yen chaw, 2013) learning flexibility, the first aspect, allows students to balance their academic, work and family life regarding their various responsibilities (vaughan, 2007). bl makes learning more effective and efficient. the second aspect is online learning that meets the needs of introvert students and those who are not comfortable to share opinion and ideas in public directly (howard, 2009). the third aspect is the students’ learning management which is selfregulated learning process in which students make deliberate efforts aimed to plan, manage, and direct the learning activities as good as possible to share learning responsibility with their hanita yulia / international journal of active learning 2 (1) (2017) 19 teachers (tsai, 2010). the fourth aspect is technology that will remain examined in this study to see whether some technological barriers in form of internet access and online activities are faced by the students. ict is the main key in the bl. easy access and good familiarity of the students towards digital technology is a prerequisite of success on bl implementation (harris et al, 2009). the fifth aspect is the online interaction where interaction and discussion is an important aspect of learning and should be included in the bl. face-to-face/classroom learning is the sixth aspect which provides real and meaningful interactions, which does not exist in online learning. students who have great desire for face-to-face learning has a greater possibility to withdraw from online learning (harris et al, 2009). in conclusion, the students are said to be ready for blended learning as long as the score of their attitude towards classroom learning is not more than the score of their attitude towards those five online aspects in blended learning. methods this research is conducted in the faculty of information and technology, satya wacana christian university. the course of sistem basis data (sbd) is chosen as a sample as it has utilized lms, ilearning oracle, as one of the examples of online learning, so that the students’ attitude toward both classroom and online learning can be seen, and their readiness for bl implementation can be seen as well. this is a decriptive research which attempts to combine qualitative and quantitative research. questionnaires were distributed to 108 students taking sistem basis data course was conducted to know the students’ use of technology, access to technology, and their online activities, as well as students’ attitudes toward some aspects of learning that demonstrates their adaptibility toward bl on the learning process. the first part of the questionnaire contains technological use that consists of a yes/no answer to get data on the technological tools that the students have. the second part is about the internet access that they have, to see whether there is any obstacle to the internet access. the third part is about online activities of the students to determine if they are adequately familiar with some online activities. the three parts above determine whether or not there is any obstacle on technology aspect. if any obstacle is not found, then the technology aspect will not be included in the fourth part of the questionnaire. the fourth part is a questionnaire of the students’ attitudes toward learning aspects, using a likert scale with responses such as 1) strongly disagree, 2) disagree, 3) neutral, 4) agree and 5) strongly agree. data processing is conducted in a simple quantitative approach, using the microsof excel 2013, which is tabulated and calculated in percentages. the data analysis in percentage is used to determine the students’ attitudes toward the learning aspects. the qualification standard on students’ attitudes used in this study is presented in table 2 below. table 2. the qualification standard on students’ attitude toward learning aspects score (%) point qualification 80 – 100 5 strongly agree/very positive 60 – 79.99 4 agree/positive 40 – 59.99 3 neutral 20 – 39.99 2 disagree/ negative 0 – 19.99 1 strongly disagree/very negative hanita yulia / international journal of active learning 2 (1) (2017) 20 an interview to five students has been conducted to know deeper on the students’ attitude toward learning aspects and to have them explained the reasons why they have such an attitude. the interview to lecturers has also been done to get a description on the learning process in sbd class, which uses both classroom and online learning. the data validation is done using triangulation of data collection techniques, by comparing the questionnaires collected and the interview results. in addition, there is triangulation of sources, not only the students but also lecturers are chosen to be the data sources. thus, the actual readiness of the students can be seen. results and discussion based on the survey to 108 students taking sbd course, it was found that 97% of 108 students have smartphone, 20% have tablet, 20% have netbook, 73% have notebook and 47% have a desktop computer. from these data, it can be seen that the ownership of technology devices of the students is at most smartphones and notebooks while the least is tablet and netbook. furthermore, from 108 students, there are 71% of students who have more than 1 mbps internet subscription access. this means that more than half of the participants have easy and adequate internet access. the students’ online activities can be presented in table 3 below. table 3. students’ online activities online activities online activities send email 94% download mobile application from app store (ex: android market, apple app store) 92% browse social/network media (such as facebook) 94% watch video streaming (mis. you tube) 95% read online news (detik.com) 74% listen to audio streaming (ex: radio program) 61% access e-database (emerald, proquest, ebsco) 16% search information (ex: google) 100% download/exchange file from/with p2p 67% access learning management system (ilearning) 89% shop online 60% send messages 94% browse websites 95% play online game 81% do online banking (ex: checking account) 32% others 66% from the data, it can be seen that almost all the students, which is 94% send email. however, based on observations, it was found that all students (100%) has ever sent email. this is because they are required by lecturers of almost all subjects in fti (the faculty of information and technology) to submit the given tasks via email. almost all of the students (94%) visit social networking sites such as facebook, which can be used as a means of online communication. based on the interview to the students, it was found that indeed there are students who do not have a facebook account and if they have it, they tend to be inactive or rarely open that account. it was also found that 74% of students read online news. some hanita yulia / international journal of active learning 2 (1) (2017) 21 online news sites they usually read is such as detik.com and okezone.com. it was also found that only 16% of students have access to an e-database. this is due to lack of knowledge and references to e-database by most of the students. in addition, teachers are also less to socialize it. downloading and exchanging files from and with p2p are performed by 67% of 108 students. there are 60% of students who also shop online. there are almost all students, as many as 95% of the students, browse websites. they visit various websites both educational and non-educational sites. in connection with smartphone ownership by 97% of the students or nearly all of the students, it was also found that there are 92% of those who have downloaded mobile application from the appstore. furthermore, it was found that 95% of the students watch video streaming and 61% listen to audio streaming. the website they regularly visit to watch video streaming is youtube.com. from the questionnaires, it was found that 100% or all of the students stated they had ever searched or often search for online information. the information they search is mostly related to their course assignments. google is the search engine that the students often use to search for online information. from 108 students, there are 89% who said that they had accessed lms. on the contrary, based on the observation, in fact all of the students had done it. this is because sbd course uses oracle ilearning, one of the lms forms provided by oracle, even though not all functions in lms is utilized in the learning process. however, many of the students do not understand about the term lms. as many as 94% of 108 students said they send messages online through social media or instant messaging and 81% play online games in their leisure time. there are 66% of students perform other online activities which are not included in the activities mentioned above. from the results data from the first three parts of the questionnaire, it can be concluded that there is no technological barriers such as the use of technology, internet access, and online activities. therefore, students’ attitude toward technology is not included in the fourth part of the questionnaire, which is about the students’ attitude toward learning aspects, for the research subjects are students in the category of techsavvy (technological literacy). to know the students’ readiness for bl implementation, a questionnaire to determine the students’ attitudes toward learning aspects has been distributed to obtain information about their adaptability to bl. the results of the questionnaires on students’ attitudes toward learning aspects is presented in table 4 below. table 4. the students’ attitude toward learning aspects learning aspects statement score (%) average score per aspect (%) average score per category (%) classroom learning learning in direct collaboration/ face-to-fce with other students is more effective 81.6 77 77 (positive) i learn better through class based activities which is teacher centered (lecture) 67.5 i learn better when someone guides me personally 81.8 online learning i feel comfortable to use website technology to share knowledge with others 82.9 84.9 83 (very hanita yulia / international journal of active learning 2 (1) (2017) 22 learning aspects statement score (%) average score per aspect (%) average score per category (%) i am certain that web is a useful platform for learning 85.7 positive) i am happy and respect my lecture for easy online access 86.2 learning management i can manage my time better at online learning 74.6 77.3 i can learn repeatedly through online learning 81.6 online learning motivates me to prepare better 75.9 online learning encourages me to make plans 77.2 learning flexibility i want to decide where to learn 84.2 84 i am happy to learn according to my own learning step and stages 84 i want to decide when to learn 84.4 online interaction web technology is easy to use 87.5 85.9 i think online communication with others is easy 84.2 based on the questionnaire about the students’ attitude toward some learning aspects, some results has been found. first, the attitude of the students towards face-to-face/classroom learning is 77% in the positive category. from 108 students, there were 81.6% who strongly agreed/very positive with the statement that the direct collaboration with other students is more effective. from the interviews, some students stated that they prefer to meet face to face with other students when they have to do group work for example. however, there are some students who expressed their difficulty of direct meetings due to their busy time on different course schedule and other activities. there are 67.5% of students who agreed that they learn better through classroom-based activities which is teacher centered using lecture method. however, in the interviews, some students said they would get bored and sometimes do not understand when teachers only use the lecture method in presenting the material. moreover, the material that teachers convey is the same material found in ilearning oracle. some teachers even use the same slides in english, similar to that on the ilearning. actually they expect the teacher can use a more varied method. from 108 students, there were 81.8% who strongly agreed that they can learn better when there is someone to guide them personally. in sistem basis data class, there is a teaching assistant who would help students who have difficulty. it is considered to be very beneficial for the students. secondly, related to online learning, there are 84.9% of the students who expressed a very positive attitude towards this aspect. there are 82.9% of students felt very comfortable in using web technologies to exchange knowledge with others. this is because they are students of information and technology faculty, who are already familiar with web technologies. in hanita yulia / international journal of active learning 2 (1) (2017) 23 addition, 85.7% of them are very certain that website is a useful platform for learning and 86.2% were very pleased and appreciative their lecturers for easy online access. third, 77.3% of 108 students expressed a positive attitude toward learning management aspects. there are 74.6% of the students agreed that they can manage time better when they learn online, 81.6% of students strongly agreed that they can learn repeatedly when they learn online, 75.9% of the students agreed that online learning motivates them to prepare learning better, and 77.2% students agreed that online learning encourages them to make plans. fourth, students’ attitudes toward learning flexibility aspect is very positive, such as 84%. most of them strongly agreed that they wanted to decide for themselves where to learn, happy at learning in accordance to their own learning steps and stages, and wanted to decide themselves on when they would learn. fifth, the students also showed a very positive attitude with a value of 85.9%. students stated that they strongly agreed, with a value of 87.5% and 84.2%, that web technologies are easy to use and online communication with others is easy. the students’ attitude toward the five learning aspects affects their adaptability and readiness toward blended learning model. the results of each of these aspects can be shown in figure 2 below. figure 2. score of the students’ attitude toward learning aspects, students’ adaptability to bl as well as their readiness for bl it can be seen from figure 2 above that the attitude of the students toward learning flexibility, online learning, learning management and online interactions ranged from positive to very positive. the highest score is the aspects of online interaction that is equal to 85.9%. on the contrary, the lowest score found in the management aspects of learning that is equal to 77.3%. this score is still included in the positive category. this means that students can reasonably manage their online learning. on the other hand, it was found that the students’ attitude toward classroom/face-to-face learning achieved a score of 77%. this value is included in the positive category. however, this value is still lower than the value of students’ attitudes toward online learning. therefore, it can be concluded that the students' attitude towards online learning is very positive with a value of 83% and their attitude towards classroom learning is positive with a score of 77%. in other words, the adaptability of the students toward bl is very good so that the students are very ready for bl model implementation. the study states that most students in sbd class have a smartphone (97%) and notebooks (73%). this means that almost all of the students have the necessary technological devices when they are required to attend an online learning. in addition, there are 71% of 108 students of sbd class that has internet access more than 1 mbps. this shows that the internet access as one of the necessary equipments to implement online learning in bl is not a barrier for students. the research results also shows that students are familiar with online activities, especially emailing (94%), visiting social network such as facebook (94%), browsing websites (95%), downloading mobile applications (92%), searching online information (100%), access hanita yulia / international journal of active learning 2 (1) (2017) 24 the lms (89%), and send messages (94%). the online activities will often be done in implementing the bl. students are quiet familiar with these activities and did not experience obstacles in the technological aspects of one of them because they are classified as tech-savvy generation (technological literacy) as submitted by meng tang and yen chaw (2013) so that the students’ attitude toward technology is not included in the fourth questionnaire. although sbd students in general are very familiar with online activities, particularly those which are needed in the application of bl, unfortunately there are only 16% of 108 students who have accessed an e-database as a support in online learning. it is caused by lack of knowledge and reference of e-database in which the interview result found that teachers are also less to socialize it to students. therefore, teachers should further promote and encourage the use of e-database and provide references of e-database to support learning. from the research results on the use of technology, internet access and online activities of the students, it can be said that the students did not find significant barriers of technological aspects. therefore, from technological aspect, the students are ready to implement bl. this is in line with those expressed by haris et al (2009) regarding of ict as the main key element in bl, the easy access and good familiarity of students toward digital technology becomes a prerequisite for successful implementation of bl. the research results on students’ attitudes toward learning aspect showed that overall the students have a very positive attitude towards aspects of online learning, learning management, learning flexibility, and online interactions with an average score of 83%. the attitude of the students is very influential on their adaptability to the bl. this shows that the students are very ready to implement bl when viewed from the adaptability of students to bl. this is in line with what was presented by tan meng and yen chaw (2013), that the more positive students’ attitude towards the four aspects above, the better adaptability they have to bl and the more ready they are in the implementation of bl. on the other hand, students’ attitude to classroom/face-to-face learning is included in the category of positive, such as 77%. this shows that students still need and want a classroom/face-to-face learning. however, in the interview, they said that there are weaknesses in sbd classroom learning. teachers simply use the lecture method which tends to make students feel bored. in addition, teachers also use slides in english exactly the same as it is in the ilearning oracle. this makes the students who do not really understand the material through online learning were still have difficulties in understanding the material. therefore, in face-to-face learning, which will remain in bl, teachers should be able to apply the variety of learning methods and creative ways to enhance the students’ activity and understanding. this relates to the definition of bl given by white lock and jelfs (2013), bl is defined as a combination of online and face-to-face learning and a combination of media and devices for building elearning, bl is also defined as a combination of pedagogical approaches which is not affected by the use of technology. student attitudes towards face-to-face learning that negatively related to their readiness for bl implementation classified as positive in the amount of 77%. when the students have more positive attitude towards face to face learning, the more they are not ready to implement bl (tang meng and yen chaw, 2013). however, this is not a problem because the students’ attitude toward online learning is higher or more positive. in addition, viewed from the proportion of online learning material, bl has 30-79% proportion of online learning (allen et al, 2007: 5) so that the positive attitude the students have towards face-to-face learning can still support the implementation of bl as long as the teacher makes a combination of creative and innovative learning methods. hanita yulia / international journal of active learning 2 (1) (2017) 25 conclusion from the research result, it can be concluded that the students were entirely ready for the implementation of blended learning if seen from their attitude toward online learning aspects, which is higher than their attitude toward conventional classroom learning. besides, there was no obstacle in technology aspect, which means that there is students’ readiness for bl implementation. referring to the findings, further research may focus on the organization’s readiness as well as teachers’ readiness for bl implementation, and the development of bl learning design with the use of creative and innovative learning method to improve the students’ understanding in the faculty of information and technology, particularly in sbd class. references allen, i. e., seaman, jeff, dan garret, richard. 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(2007). meaningful interaction in web-based learning: a social constructivist interpretation. internet and higher education, 10, 15 -25. http://dx.doi.org/10.6115/ijhe.2012.13.2.87 http://www.heacademy.ac.uk/ http://dx.doi.org/10.1089/cyber.2009.0335 http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=27144a22-f991-47c4-a39e-94160e6ce0a9%40sessionmgr4007&vid=0&hid=4214 http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=27144a22-f991-47c4-a39e-94160e6ce0a9%40sessionmgr4007&vid=0&hid=4214 1 ijal 2 (1) (2017) international journal of active learning http://journal.unnes.ac.id/nju/index.php/ijal effectiveness of social science learning based on noble values of ki hajar dewantara’s teaching to strengthen the students’ character warsito  asrowi 1widya dharma university, klaten, central java, indonesia 2sebelas maret university, surakarta, indonesia info articles ___________________ history articles: received 23 february 2017 approved 11 march 2017 published 1 april 2017 ___________________ keywords: social science learning, ki hajar dewantara, students’ character _______________________ abstract ____________________________________________________________ the objectives of this research are: 1) to describe the reasons why social science learning based on the noble values of ki hajar dewantara’s teaching is effective to strengthen the students’ character; 2) to describe the effectiveness of social science learning based on the noble values of ki hajar dewantara’s teaching in to strengthen the students’ character; 3) to compare the effectiveness of the enhancement of the students’ character of social science learning through the noble values of ki hajar dewantara’s teaching and conventional social science learning. this research used the mixed methods. the population was the students in grade viii of state junior secondary schools in solo raya and its vicinity which encompasses surakarta city, boyolali regency, sukoharjo, karanganyar, wonogiri, sragen, and klaten. the data were collected through (1) test, (2) questionnaire, (3) in-depth interview, (4) observation, and (5) documentation. the data were analyzed by using the difference test. the results of research are as follows: 1) the reasons why social science learning process based on the noble values of ki hajar dewantara’s teaching is effective to strengthen the students’ character 2) social science learning based on the noble values of ki hajar dewantara’s teaching is more effective in strengthen the students’ understanding of character education, and it is more effective than the conventional learning as indicated by the results of the difference test. how to cite ____________________________________________________________ warsito & asrowi. (2016). effectiveness of social science learning based on noble values of ki hajar dewantara’s teaching to strengthen the students’ character. international journal of active learning, 2(1), 1-14. © 2017 universitas negeri semarang  address correspondence: jl ki hajar dewantara, karanganom, klaten utara, jawa tengah e-mail: ronggo_warsito@unwidha.ac.id p-issn 2528-505x warsito & asrowi / international journal of active learning 2 (1) (2017) 2 introduction social science learning done at schools is generally still oriented to the conceptual mastery. it also tends to the intellectuality but ignores the character education. ignoring value and character education will bring new problems, namely; declining the values of morality or character. as’aril muhajir (2011: 31) states that “one of the essential problems of the indonesian education is the problem related to the dimensions of morality”. the urgent of the character education is emphasized by charles (in borba, 2008:1) with his claim that “make a good mainsait, you will get a good action; make a good action, you will get a good habit; make a good habit, you will get a good character; make a good character, you will get a good benefit.” this is relevant to what is stated by berkowitz and bier (2007) in their research entitled “what works in character education”. the result of their research indicates that character education can work effectively when it is implemented loyally by using interactive pedagogical strategies. if the students already have a good character, their parents will not find any difficulties in educating. in this research, the students are helped to gain new knowledge of character education, namely: empathy, conscience, self-control, respect, and tolerance. by attempting to gain new knowledge of character education, it means the students have done one step called knowing the good; knowing and understanding character education. after they have gained new knowledge and have understood character education, they will feel and love the virtue as an engine that can make people act the good continually named feeling loving the good. after they get used to act the good, the third step named acting the good will turn into a habit. the aforementioned explanation is strengthened by suyanto (2010:1), he states that “character education is done holistically and systematically by using the method of knowing the good, feeling loving the good, and acting the good.” according to ratna megawangi (2004: 95), character education is aimed to educate the students in making decisions wisely, and they can practice it in daily life so that it can make a positive contribution to the environment. relating to the urgent of education in its contribution to the environment, mohamad tarmizi borhan and zurida ismail in malaysian journal of learning & instruction (2011: 117), state that: the low total mean score on the environmental knowledge component indicated the respondents’ lack of knowledge on environmental issues especially in climate change. however, the respondents exhibited high positive environmental attitudes based on their responses to the responses to the relevant attitude items especially on items that related to adopting significant actions. most of the items i n the environmental behaviours component yielded considerably high mean scores which indicated a strong willingness on the part of the pre-service teachers to take pro-environmental behaviours. the lack of the environmental knowledge on people indicates the lack of empathy of the environment issues. people who have a positive attitude to the environment will be easier for them to adopt and take positive actions. people’s action in addressing the environment will give many benefits. in attempting to sustain the process of character education, creativities and activities of the students become very importance things that must be emphasized in the learning process because learning is basically an active process, both physically and mentally. slavin (2000: 225) affirms his statement on the importance of the activeness of the students in constructing their knowledge and their understanding by stating: “one of the most important principles of educational psychology is that teachers cannot simply give students knowledge. students must construct knowledge in their own minds.” warsito & asrowi / international journal of active learning 2 (1) (2017) 3 the students attempt to actively construct knowledge, concepts, skills, and attitudes related to character education by using social science learning that have been programmed. teachers can facilitate this process by teaching using ways which make the information meaningful and relevant to the students. joyce, weil, & calhoun in their book “models of teaching (2011:81) state that: the creators of these models look at a human being, they see information being processed, decisions being made, intellectual capacity being developed, and creativity being expressed and enhanced. these model builders cannot just watch-they simply have to seek ways of helping us process information better in ways that we can carry around with us as we try to understand the world and solve problems and teach our students. the scholar practitioners go about their business in what at first appear to be quite different ways. some help us design courses where students organize information and build concepts and test those concepts against those of experts. others lay out concepts so that the students can examine them and build structures that hold information. some help us memorize existing information while others help us create new ideas. according to gredler (2011: 227), the basic assumption of the information processing theory is as follows: “(1) information processing memory system is active and organized, (2) prior knowledge plays an important role inlearning”. in this matter, the students actively use their minds to construct understanding, the understanding of character education embodied in goodness of the learning model shown by the teachers. the cultivation of character education at schools, especially in junior secondary schools, is done by creating social science learning based on the noble values of ki hajar dewantara’s teaching. development of the character education learning model for the students of junior secondary schools in solo raya and its vicinity is conducted in attempting to support those matters. this social science learning model based on the noble values of ki hajar dewantara‘s teaching is based on some realities below: the results of observation and documentation done by the researchers at dewantara kirti griya museum yogyakarta, indonesia, indicate that ki hajar dewantara has given much character education for the indonesian nation. character education taught by him is documented at museum, either in books, letters, or micro film. the noble values of leadership trilogy are completely and in detail presented as well as the other noble values of trihayu (memayu hayuning sarira, memayu hayuning bangsa, memayu hayuning bawana or manungsa). besides, the noble values of among system (asah/teaching, asih/loving, asuh/caring), trisakti jiwa (cipta/thought, rasa/feeling, and karsa/will), tripantang (pantang harta, praja, and wanita/abstain from wealth, throne, and women), etc. according to ki soeratman (1980:2), ki hajar dewantara provides the education through a system named among system, or it is known as tutwuri handayani, in the framework of the implementation of the education system. tutwuri handayani contains a certain learning process, and it has a distinctive characteristic. the principle of tutwuri handayani demands an embodiment of curriculum arrangement. ki hajar dewantara wants and expects that character education must be integrated with the learning process in each subject matter, especially in social science subject matter. his expectation was also stated again by ki supriyoko in jawa pos daily dated on february 15th, 2013 as follows: “ki hajar dewantara states that character education must be delivered and taught by teachers to students. character education should be given spontaneously by teachers at every opportunity butshould not always follow the schedule”. therefore, character education must be given by each teacher in all subject matters. warsito & asrowi / international journal of active learning 2 (1) (2017) 4 according to ki hajar dewantara, character education is not only a theoretical concept as being understood by general public. character education does not mean teaching good, bad, true, false of theory. implementation character education, according to ki hajar dewantara (1962) is done to help life development to the positive way. he states that “character education is applied to help the development of children’s lives. this is directed to a positive goal, namely: general civilization.” for instance, teaching the children how the way to have a good seat, how the way to respect parents or other people, being helpful, and etc. in his book entitled karya ki hajar dewantara part ii a-kebudajaan (1967), ki hajar dewantara known as education figure, expects that “students should be given positive recommendations for doing good behavior deliberately.” therefore, character education’s requirements known as ngerti/knowing, ngrasa/feeling, and nglakoni/practicing (“tri-nga”) can be met. teachers’ role more or less is affected by two factors i.e. teachers’ individual characteristic and organization groups surrounding teachers’ life, which these two things will play role in deciding implementation. in individual level, some experts state that teachers’ psychology tends to affect the actions and improvement efforts to be done. to understand about teachers’ role in society, a review on history is required. this statement is so relevant with what is stated by richard i. arends in his book entitled learning to teach (2001: 5) claims that: conceptions of teaching reflect the values and social philosophy of the larger society, and as these change, so too does society’s view of its teachers. to understand the role of the teacher in today’s society requires a brief historical review of some of the important changes that have taken place in teaching and schooling over the past three centuries. what happens to most teachers shows that in reality, personality factors are the main factors beside their previous experience and their experience after having career. the three aspects that are internalized in teacher will give positive encouragement to be more able to actualize them and give more feeling to achieve success. in the end those will make them take an action which brings to the success of implementation. this is so relevant with present’s fact, especially with the implementation of curriculum 2013, which is loaded with character education. according to curriculum 2013, every subject matter must contain character education. the importance of the realization of character education makes indonesian government intensively socialize about curriculum 2013. this statement is relevant with what was stated by ki supriyoko (2013) in harian jawa pos published in february 15th 2013 i.e. “the socialization of curriculum 2013 is done more inventively by government, namely: the ministry of education and culture. the model of curriculum socialization is multiform.” according to ki hajar dewantara, teaching is not a purpose but a tool. for example the teaching of social science is a medium that is not just to flatten about social problems, approaches in solving social problems, skills that should be possessed related to solving social problems. along with it all, the social science teaching must be directed to produce humans with social sensitivity, concern for others, conscientiousness, carefulness, regularity in working, and honesty. the implementation of character education in taman siswa schools aims to make students have progress inwardly and outwardly toward civilized humanity. courtesy or magnanimity reflects human’s inner attitude, while morality or gentleness reflects outer lively natures of human which are all delicate and beautiful. in this matter, character is not just supposed to build intellect but also to build education in the meaning of moral (mind) maintenance and training. ki supriyoko (2013: 2) states that “to maintain that character will warsito & asrowi / international journal of active learning 2 (1) (2017) 5 not lose as the time goes by, the idea of instilling character in school needs serious attention.” the father of national education of indonesia who started his education in yogyakarta, ki hajar dewantara states that instilling character in school is obligatory. it is time for teachers to leave old method such as teaching just to implement the demanded-duty and pursuit the curriculum target that makes them not have idealism as a educators. leave teaching which is not based on the essence of teaching itself. teachers are required to be like what ki hajar dewantoro said, i.e. someone who is ing ngarsa sing tuladha, ing madya mangun karsa and tutwuri handayani. teachers are not only teaching, but also educating. the statement is affirmed by luki adam bahtiar (2012) as follows. the actualization of ki hajar dewantara’s teaching in this globalization era to build people’s character importunately needs to be applied. if that thing is done, indonesia will be free from predicate as the most corrupt nation, the worst bureaucracy, etc, which are caused by the low system of indonesian cultural character education. ki hajar dewantara claims that character education has to use requirements that are consistent with national spirit toward the sanctity, discipline, and inner and outer peace. heeding to the ideas and thought about character education, it can be clearly seen the concept of character which is directed to national character building according to universal cultural values of the nation. as for the noble values of ki hajar dewantara’ teaching which is implemented in social science teaching is presented in table 1 as follows. table 1. character’s aspect/moral intelligence, noble values of ki hajar dewantara’s teaching and character education values according to curriculum 2013 empathy conscience self-control respect tolerance ca leadership trilogy asah (teaching), asih (loving), asuh (caring) trimong (momong, among, ngemong) neng, ning, nung, nang inwardness ngerti, ngrasa, nglakoni trisakti jiwa cipta (thought), rasa (feeling), karsa (will) duga-prayoga independence’s principle ngandel, kandel, kendel, bandel tripantang harta (wealth), praja (throne), wanita(woman) pagar rahayu (courtesy, decency) co-education and coinstruction ettiquette trihayu (memayu hayuning sarira, bangsa, bawana) asas trikon (continuity, convergency, concentricity) khd environmental awareness social awareness religiousness honesty discipline responsibility appreciating achievement democratic tolerence friendly k-13 explanation: ca : character’s aspect khd : noble values of ki hajar dewantara’s teaching k-13 : aspect of character education according to curriculum 2013 from the noble values theory of ki hajar dewantara’s teaching, then it will be implemented in social science teaching. a study toward curriculum by observing both core competencies and basic competencies which are related to noble values of ki hajar dewantara’s teaching. noble values of ki hajar dewantara’s teaching is manifested in social science teaching which has function as learning innovation especially for cultivation of character education. warsito & asrowi / international journal of active learning 2 (1) (2017) 6 method place and time of research this research was conducted at 12 junior secondary schools in solo raya and its vicinity encompassing surakarta city, boyolali regency, sukoharjo, kanganyar, wonogiri, sragen, and klaten. of each school one to two classes were selected its samples with total of 22 classes. of 22 classes, 11 as the experimental group, and 11 as control group. the distribution is shown in the following table 2. table 2. research samples distributed in experimental group and control group experimental group control group no. school class total number of students no. school class total number of students 1. state junior secondary school 12 of surakarta 8 e 30 1. state junior secondary school 12 of surakarta 8 f 30 2. state junior secondary school 1 of ngemplak, boyolali 8 a 32 2. state junior secondary school 1 of ngemplak, boyolali 8 b 34 3. state junior secondary school 1 of mojosongo, boyolali 8 a 25 3. state junior secondary school 1 of mojosongo, boyolali 8 b 26 4. state junior secondary school 1 of kartasura, sukoharjo 8 c 32 4. state junior secondary school 1 of kartasura, sukoharjo 8 d 32 5. state junior secondary school 1 of colomadu, karanganyar 8 c 38 5. state junior secondary school 1 of colomadu, karanganyar 8 f 36 6. state junior secondary school 3 of colomadu, karanganyar 8 a 32 6. state junior secondary school 3 of colomadu, karanganyar 8 b 32 7. state junior secondary school 1 of selogiri, wonogiri 8 c 26 7. state junior secondary school 2 of wonogiri 8 c 26 8. state junior secondary school 3 of sragen 8 a 33 8. state junior secondary school 3 of sragen 8 e 32 9. state junior 8 a 32 9. state junior 8 g 34 warsito & asrowi / international journal of active learning 2 (1) (2017) 7 secondary school 1 of sidoharjo, sragen secondary school 1 of sidoharjo, sragen 10. state junior secondary school 1 of klaten 8 a 40 10. state junior secondary school 1 of klaten 8 b 39 11. state junior secondary school 2 of karanganom, klaten 8 a 26 11. state junior secondary school 2 of karanganom, klaten 8 d 25 total 346 total 346 this research was done in semester i in academic year 2014/2015, which began in august 2014. data collection technique test the data were collected through a multiple-choice written test. each item of the test had four choices. the total number of questions was 75. validity and reliability test were done in order to give guarantee that the used instrument was valid and reliable. the instrument test validity of this research was tested by using the internal validity with factor validity. to test the validity of students’ character education test items, the scores ofthe intended items group were correlated with the total score. to test the correlation between the line scores of the strengthening test items group and the total score, this research used the pearson’s product moment correlation:                 2222 yynxxn yxxyn xy r (budiyono, 2013; siswandari, 2011; eko putro widoyoko, 2011) explanation: ͬ xy = correlation coefficient of between variables x and y x = scores of certain items y = total score n = number of subjects after the validity test had been done, it was continued with reliability test. this reliability included internal reliability with kuder richardson-21 (sugiyono, 2000: 280) warsito & asrowi / international journal of active learning 2 (1) (2017) 8 k m (k m) r₁₁ = 1 (k 1) k st² explanation: r₁₁= instrument’s reliability k = the total of question items st²= total variants n σ x² (σx)² st² = n (n – 1) p = the proportion of subjects having correct answer on an item (skor 1) = the number of subjects whose score is 1/n n = total number of subjects q = the proportion of subject shaving incorrect answer on an item (q = 1 – p) m= mean questionnaire the questionnaire helped to discover about the strengthening of students’ character. before the questionnaire was used, its items were exposed to validity and reliability tests. this validity is directly related with the authenticity of instrument and material that will be asked in items group of character education development questionnaire. the content validity test is done by matching distributed valid items group into strengthening of character lattice questionnaire. after analyzing, all of the character strengthening items group became an elaboration of question lattices arranged based on character education development material. in-depth interview, observation, and documentation in-depth interview, observation, and documentation method were used both in the beginning of research and during the research. these three data collection methods were used when visiting dewantara kirti griya museum of yogyakarta. interview with head and the persons in charge of the museum was done. observation and documentation were also done as to complete the data of research. interview, observation, and documentation were also done in junior secondary schools in solo raya and its vicinity that became research sample. data analysis technique this research used the analysis technique i.e. the components of data analysis: interactive model (miles & huberman, 1984: 23) for qualitative data. this specimen contains of four analysis components which are simultaneously connected each other. those three components are (1) data reduction, (2) data display, and (3) conclusions drawing/verification as follows: warsito & asrowi / international journal of active learning 2 (1) (2017) 9 figure 1. components of data analysis: interactive model (miles and huberman, 1984: 23). in the quantitative research step, the data analysis used the difference test analysis/ t test. the t test formula used the separated variants. the t test of the intended separated variants was fromulated as follows. x ₁ x ₂ t = s₁ ² s₂ ² n₁ n₂ explanation: x ₁ : average of samples 1 x ₂ : average of samples 2 s₁ ² : variants of samples 1 s₂ ² : variants of samples 2 n₁ : total number of samples 1 (experimental group) n₂ : total number of samples 2 (control group) (sugiyono, 2012: 273). before conducting the t test, the researchers conducted the prerequisite tests first. they consisted of two tests, namely: normality test and homogeneity test. according to budiyono (2013:168) the use of all statistical tests of mean difference must be conducted from the samples having normal distribution. the normality test in this research was conducted by using the lilliefors’s method. the second requirement test is homogeneity test. this research used the variance homogeneity test of k population by using the bartlett’s test (walpole, 1982:396). result the researchers visited 12 schools of junior secondary school in solo raya and its vicinity including: surakarta city, boyolali regency, sukoharjo, karanganyar, wonogiri, sragen, and klaten as the samples of this research. this result of visit completed with interview, observation, and documentation hints the importance of social science learning in strengthen character education for the students. on the sample schools, the researchers found that teachers still prioritize the social science learning on the cognitive aspect, and spend little attention on the affective aspect. data collection data display data reduction conclusion drawing/verificat ion warsito & asrowi / international journal of active learning 2 (1) (2017) 10 the interview conducted with social science subject matter teachers of junior secondary schools shows that the social science books used in schools were still not appropriate only about memorizing. interviews were conducted with a number of representatives of the teachers and students of junior high school in surakarta city, boyolali regency, sukoharjo, karanganyar, wonogiri, sragen, and klaten. summary of difference test of experimental group and control group prior to the treatment (pretest) and following the treatment (post test) is presented in table 3 as follows. table 3. summary of difference test of experimental group and control group prior to the treatment (pretest) and following the treatment (post test) group test type t count t table conclusion experimental and control pre-test 0.026 1.960 insignificantly different experimental and control post-test 9,531 1.960 significantly different the results of the difference test on the pre-test show that the value of t count was smaller than that of t table. thus, ho was verified; ho: µ₁ = µ2 (students’ abilities of experimental group and control group were similar). however, those on the post-test show that the value of t count was greater than that t table so that the alternative hypothesis was verified; h₁: μ₁ ≠ μ2 (students’ abilities of experimental groups and control groups were different). discussion the awareness of noble values is believed by people and communities as the development activator for students to be more humane, cultured, virtuous, and strong in their character. the failure of value education makes people become barbaric, amoral, and less civilized as claimed by cheng, chao-shun (2007). this research gives suggestion about the importance of character education for talented students, which will help them to raise their awareness, behavior, character, and common sense. experiment for this character education is focused on the aspects of hard-work, responsibility and mission, love and optimism, caring and humor, as well as several intelligences. this research concludes that character education has been proven to have a significant relation with characters and ability to foster communities. with the characters, the community life will be better along with the well-run development of each individual’s potentials. based on the aforementioned facts, value or character education is required. in addition, it is also in accordance with the result of research conducted by mattar and khalil (2010) entitled “character education seeking the best of both worlds: a study of cultural identity and leadership in egypt” which shows that there is a significant relation between character education and behavioral changes. the results of the research of marvin w. berkowitz and melinda c. bier (2007), explain that character education can work effectively when implemented with fidelity, extent and has a broad impact. character education will run effectively if done through professional development, interactive pedagogical strategies. early students was introduced with character education, so familiar and become something to be owned. the learning of social science process nowadays is only dominated by direct explanations from the teachers and the students are required to take notes. teachers have made lesson plans, but they are not implemented as planned. therefore, the learning process still can not instill the character aspect, and the social science learning is merely cognitive-oriented in nature. warsito & asrowi / international journal of active learning 2 (1) (2017) 11 goleman (2001) proposes that learning must be fulfilled not only by intelligent quotient but also by emotional quotient and spiritual quotient. learning process is not only about cognitive aspect but also about the internalization and real experience aspect of students in their school, family, and social environments. it is in accordance with the noble values taught by ki hajar dewantara (1962) about “tringa” the concept which consists of ngerti, ngrasa, nglakoni (understanding, feeling, and implementing). these noble values have meanings that understanding, awareness, and seriousness are required to be implemented on the doctrines and ambitions of our life. in addition to the the motivations of the teachers, there are any other ways to motivate the students on their study. another motivation comes from learning materials or learning modules. it is relevant with the result of research conducted by sri untari and friends. the result of the research which was published in jurnal penelitian kependidikan (2008: 154-177) strengthens the importance of learning material development including its learning strategies. dawn beichner, and cassia spohn (2012) in our article titled modeling the effects of victim behavior and moral character on prosecutor' charging decisions in sexual assault cases stating how important character on the cultivation of one's self. in a trial of a case, the person's character also becomes the important thing to be considered in decision making. paradigm of constructivism becomes the basics of and underlies the learning ethos. a learning activity is determined by how far the students’ understanding which is relevant with the knowledge as their initial capital to establish new knowledge and insights in the learning process. the learning process which relies on this paradigm runs on the use of previous knowledge to process the incoming new information so that new knowledge is formed, which will lead to the competency formation as expected by the learners’ (haris mudjiman, 2006: 23). this statement is relevant with the claim of smith (2004: 1) who proposes that “the process of retrieval of information leads to changes in behavior. behavioral changes that occur in students is the result of learning”. the process of collecting information causes behavioral changes. the behavioral changes which happen to students are their study achievement. the result of the difference test with the formula of separated variants in the pre-test (following the treatment) of both the experimental group and the control group shows that the value of t obs or t count was 0.026 where as that of t table = 1.960; thus, the value t count was smaller than that of t table. thus, ho was verified, but h1was not verified, meaning that both the experimental group and the control group have the same abilities. in other words, both the groups are matching samples. the result of the difference test on with the formula of separated variants in the post-test (following the treatment) of both the experimental group and the control group shows that the value of t obs or t count was 9.531 whereas that of t table was 1.960; the value of the former was larger than that of the latter. thus, ho was not verified, but h1 was verified, meaning that the implementation of character education of learning materials abstracted from the noble values of ki hajar dewantara’s teaching is better than that of the conventional learning materials. it is necessary to change the paradigm on the social science learning process. social learning process is not only about transferring knowledge, but more importantly, it is about transferring values. it is related to the aforementioned basics that social science has a strong relation with values. therefore, teachers need to change the existing learning traditions which are focussed on the result (by product) to the learning process which are focusedon and oriented to the rational and critical thinking process and character value invention process of the learning materials (by process). the social science learning process must enhance the knowledge aspect, the affective aspect (personal ability of appreciation and being proud of character values choices), and the skill aspect (social ability of real action as self-actualization of character values). those activities are done by rational and critical thinking on the students’ social interactions in the discussion groups. by https://ssl.translatoruser.net/bv.aspx?from=id&to=en&a=http%3a%2f%2fsearch.proquest.com%2findexinglinkhandler%2fsng%2fau%2fbeichner%2c%2bdawn%2f%24n%3faccountid%3d62691 https://ssl.translatoruser.net/bv.aspx?from=id&to=en&a=http%3a%2f%2fsearch.proquest.com%2findexinglinkhandler%2fsng%2fau%2fspohn%2c%2bcassia%2f%24n%3faccountid%3d62691 warsito & asrowi / international journal of active learning 2 (1) (2017) 12 changing this paradigm, the social science learning hopefully becomes interesting, challenging, and full of meaning. the social science learning process can be implemented by telling the folklore including the story of ki hajar dewantara’s struggle. it is in accordance with what has been proposed by virtue and vogler on the article of “the pedagogical value of folk literature as a cultural resource for social studies instruction: an analysis of folktales from denmark. the article gives information that the social science subject matter teachers usually use folklore as the resources of cultural information during the learning process. this information is used as the reflection to explain their original cultural group characteristics. folklore pedagogic values are the cultural resources in the social science subject matter. thus, folklore is a very useful formation of cultural transmission. the social science learning has been implemented based on the noble values of ki hajar dewantara’s teaching. it is relevant with the explanation proposed by ferzacca steve in the international journal article “ethos” in which her article entitled a javanese metropolis and mental life explains that ki hajar dewantara has created many ideas and concepts on many of his masterpieces. almost all of ki hajar dewantara’s masterpieces are about noble values. character education begins with knowledge and then continues with the feelings or attitudes and finally ends with real actions. on the other words, character education starts with knowing the good, then grows with feeling the good and finally ends with acting the good. thereby, sustainable internalization process of character values will take place on the social environment context. such culture of the schools will be internalized into the students’ personality, which later affects their behaviors. furthermore, the social science learning process based on ki hajar dewantara’s teaching hopefully can create intelligent and humane students. conclusion almost all of the social science learning processes which are implemented at schools, especially at junior secondary schools, are still focused on the cognitive aspect (cognitive orientation). it emphasizes the conceptual mastery so that the learning process is dominated by theoretical matters. the students’ learning outcome is only based on their learning performance. their achievement assessment rules out the value and character education. in ki hajar dewantara’s books, many teachings on the noble values are discussed. one of which is the moral intelligence as the part of character education. it includes empathy, conscience, self-control, respectful, and tolerance. these five characters are very meaningful and relevant for the students to build their characters. the five characters are implemented through the leadership trilogy method of ing ngarsa sung tuladha, ing madya mangun karsa, tutwuri handayani. several reasons of why the social learning based on ki hajar dewantara’s teaching is more effective to strengthen students’ character are as follows: 1) the noble values of ki hajar dewantara’ teaching are adapted from the original values of indonesia; 2) ki hajar dewantara’s noble values are practical, realistic, and easy to implement. the use of learning materials based on ki hajar dewantara’s teaching is more effective to enhance 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