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 schemata- The 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 schemata- The 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). 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