OPTIMIZE TEACHING AND KNOWLEDGE EARLYSTUDENT'S ABILITY TO COMMUNICATE INUNDERSTANDING OF THE GEOGRAPHY LESSON FOR CLASS XI-IPS SMA
Drs. ADI Suprayitno. M.PdTeaching Staff SMAN 6 MadiunHp. 085607312952
Abstract:In
this research activity aims to test the effect of the application of
the teaching of Geography-based Realistic Geographical Education (RGE)
and regular learning, as well as students' prior knowledge of the
geography communication skills and understanding of geography for
students of class XI IPS SMA. This
research was conducted through a preliminary survey, followed by
experiments that using a factorial design with a control group of
non-equivalence at the high school in the town of Madiun. Selection of the sample is done by using cluster random sampling technique. Analysis of data using multivariate analysis of covariance (MANCOVA) 2x2 factorial. The
study's findings show that, in terms of achieving communication skills
and understanding Geography Geography, RGE approach is significantly
superior compared to Regular approach, influence students' prior
knowledge, there are no interactive effect between teaching approach of
Geography (RGE and Regular) and prior knowledge (high and Low).Keywords: Geography teaching approach, the initial knowledge, communication skills Geography, Geography and understanding.Abstract:In
the Actifity The purpose of this study is to describe the effect of th
implementation of RGE based on Geographical Regular instruction and
instruction and prior knowledge on Geographical communication
capabilities and understanding of grade 7 Sunior High School (SMA)
students. The
study was Carried out through a preliminary survey continuedby an
experiment using factorial design with non-equivalent control group of
Junior High Schools at Madiun cities. The samples were choosen by cluster random sampling technique. The
Data were Analyzed by using multivariate nalysis of covariance
(MANCOVA) factorial 2 x 2. This study Showed that, for achievement of
Geographical communication capabilities and understanding, Geographical
instruction with RGE was better than Regular Geographical instruction,
the prior knowledge had a positive effec , and they was no interaction effect between Geographical intruction
(based on RGE and Regular) and prior knowledge (high and low).Keywords: mathemtics instruction, prior knowledge, Geographical communication capabilities, Geographical understanding.PreliminaryIn
support of initial knowledge (prior knoledge) is also known as
knowledge store, prior knoledge stage, expertise, expert knowledge,
preknowledge, and personal knowledge For the purposes of empirical
research, the initial knowledge is defined as a person's overall actual
knowledge, namely: (1) has no prior
learning, (2) structured in schemata, (3) as a declarative and
procedural knowledge, (4) partly explicit and partly tacit, (5)
containing the content knowledge and metacognitive knowledge, (6)
dynamic in nature and is stored in the knowledge base early (Dochy,
1996: 58) initial knowledge is a resource for students in learning
activities, because the learning activities is a vehicle for the process
of negotiation of meaning between teachers and students with regard to
learning materials (Gardner, 1991: 65). Departing
from the knowledge and experience of the early student, then at the
time of negotiation of meaning takes place, the information received to
evolve from the general context to the particular context of science,
then connected with various activities or imaginary events that will
stimulate students to continue to seek and find (Jensen , 1998: 72).To
demonstrate the ability of students is achieved through a process of
learning, understanding and significance can be realized by students in
various forms of acquisition of learning, such as geography
communication skills, the ability of the algorithm implementation, and
even decision-making ability in problem solving. Research
related to prior knowledge reported that the initial knowledge of
students contribute significantly to the post-test scores or learning
gains (Dochy, 1996: 68). Learning oriented prior knowledge will have an impact on the process and adequate learning acquisition (Dochy, 1996: 72). According to the constructivist view, meaningful learning can be
realized by providing opportunities for students to make the selection
of contextual facts, and integrate it into prior knowledge of students.Geography
lesson at school according to the 2004 curriculum SBC has several
characteristics, the first Geography as search activity patterns and
relationships. Second, Geography as creativity that requires imagination, intuition and invention. Third, Geography as a problem solver activities (problem solving) and Geography as a tool to communicate (MONE, 2004: 122). The
implication of this view to learning are: (1) allow students to do
activities, discovery and investigation of patterns to determine the
relationship; (2) provide an opportunity for students to experiment with a variety of ways; (3)
help students understand and find the connection between one and the
other understanding, (4) encourages curiosity, the desire to ask, denied
the ability and capability estimates, (5) appreciate the unexpected
discovery as helpful rather than regard it as a mistake, (6 ) encourages students to think reflectively, (7) does not suggest only
using one method alone, and (8) encourage students to give reasons for
the activities of Geography.Characteristics
listed in the school geography curriculum SBC and the K13 curriculum
should indirectly lead teachers to be creative and adaptable to the
effectiveness will be learning in school Geography. At
least three basic tendencies of how people explain what and how that
knowledge is formed, namely: (1) knowledge it is a fact; (2) knowledge is a process of formation, and (3) the need for a more comprehensive scheme (Shapiro, 1994: 92). Thus, the teaching of Geography which can include characteristics of
school Geography and third tendencies are learning to engage students
actively in achieving meaningfulness and understanding.The
survey results about geography and science teaching in high schools in
the city of Madiun (Ardhana., 2003: 75) reported: (1) not
terimplementasikannya meaningful learning model in teaching Geography,
(2) learning Geography tend not depart from the subject matter of
destinations Geography and the basic learning needs of students, (3) learning geography is often not associated with a real life context; (4) learning rarely begins with a contextual issues and realistic, and
(5) learning tend to use sources that are only accommodate convergent
thinking skills.Empirical
findings described above sufficient to provide an indication that the
general teaching of Geography in high school tend to be conventional
Reguleritas activity. Regular
learning activities (RGE) is allegedly as a barrier to achieving the
communication skills and understanding Geography Geography. Perkin
and Unger (1999: 73) suggests that learning for understanding should
challenge students to learn, for example by presenting issues that
support the implementation of structured thinking skills and work. So, teaching geography for understanding aimed at the achievement of learning how to learn and learning to do. Learning Geography in the achievement of learning how to learn and
learning to do will be apparent from the ongoing learning process, not
merely of learning outcomes.Departing
from a variety of meaningful learning theory and cognitive psychology
theory as well as the fact that geography is always in touch with
reality, it is much developed an innovative learning approaches, which
solely aims to improve students' understanding of the significance and
Geography. One approach is learning-based learning approach Realistic Geography Geographical Education (RGE). Geography-based
learning approach RGE is a learning approach that takes into account
the student activity, social interaction, negotiation of meaning, and
the construction of knowledge (Freudenthal, 1991: 111). Geography
RGE-based learning concept starts from the things that had experienced
students and encourage students to make the connection between its
initial knowledge with its application in everyday life (Freudenthal,
1991: 98). RGE
in learning activities in the classroom, starting from a realistic
contextual issues and give freedom to the students to be able to
describe, interpret and resolve the contextual problems in its own way
according to prior knowledge possessed. The
process of exploration, penginterpretasian, and the rediscovery of the
RGE using mathematical concepts both horizontally and vertically, and
inspired by the informal ways of solving used by students (Freudenthal,
1991a: 219). Asikin
research results (2000: 88), reported that through RGE approach, (a)
students more opportunities to bring up and flashed his opinion; (B) students more opportunities to respond to the opinion of other students; (C) more opportunities to ask questions to their friends or teachers; (D) can be used to train students to talk in class about the human being studied. Furthermore Asikin (2002: 74) also reported that through RGE approach,
(1) the student be willing and bold expression, (2) the participation
of students in higher learning, and (3) an increase in the level of
communication kecenderunngan Geography.In
Geography learning meaningful, one important aspect that the students
have the ability to problem-solving Geography, Geography is a
communication skills (Baroody, 1993: 69) Geography Communication can not
only be attributed to the understanding of geography, but also strongly
associated with problem-solving abilities. Teachers
can use a problem-solving activity for multiple purposes such as
developing ketrerampilan critical thinking, skills of organizing data,
and communication skills (Asikin, 2002: 138). Geography
conceptual understanding can be built through reasoning ability,
geography communication, and problem solving Geography (NCTM, 2000: 81).
Communication
skills and be able to encourage student representation on a deep
understanding of problem solving Geography (NCTM, 2001: 83). Geography
communication skills is the ability of students to use geography as a
means of communication (language Geography), and the student's ability
to communicate Geography is learned as the content of the message should
be delivered (NCTM, 2001: 66). Geography communications capabilities include (1) the use of Geography are realized in the form of Lesan, written, or visual; (2) the use of Geographical representation embodied in the form of written or visual; and
(3) clarity of presentation, namely interpreting the ideas of
geography, using the term Geography or Geography notation to represent
the ideas of Geography, as well as describe the relationships or models
Geography (Curriculum and Evaluation Standards for School, NCTM in
Kennedy & Tipps, 1994 : 229).Geography communication skills can be developed through a cooperative learning. With cooperative learning will occur interaction between students, students will communicate with friends in learning. In addition to developing communication, learning koopertif also overcome the misconceptions in the child. Piaget
(in Baroody, 1993: 69) states that the interaction between the students
in the class can overcome misconceptions tendency, by providing
opportunities for students to rediscover the ideas and concepts of
Geography with the guidance of an adult (Gravemeijer, 1994: 46). As
the theory of Vygotsky, the zone of proximal development (ZPD) in
cognitive development stage, that the ZPD is the cognitive area
indicating that a student requires a little assistance (scafolding) of
older adults or more advanced peers in order to solve problems faced independently (Souviney, 1994: 75). Since
this area is different from person to person and is not known precisely
the interaction between students and students or students and teachers
is a way that needs to be done by students with the guidance of
teachers. The
information obtained in the interaction, through reflection can be used
as an aid to develop communication skills and solve problems. This work is done through the exploration of a variety of situations and problems realistic (Freudenthal, 1973: 83). Prastiti research results indicate that the difficulties of students
in solving problem solving, among others, is weak in communication
skills Geography (Prastiti, 1997: 101).Geography
understanding aspects of development and the ability to apply Geography
in everyday life (including problem solving ability); explicitly
included in the curriculum of Geography, for example on the material
linear equations and inequalities one variable (MONE, 2004: 96). The
structure of the material (content) of linear equations and
inequalities one of these variables requires mastery of the concepts of
Geography (conceptual knowledge), procedural knowledge, mastery of the
principles of Geography, Geography and problem-solving skills. In
the material equations and linear inequality one variable, contextual
problem usually manifested in the form of word problems. About the story is one that could be material Geography troubleshooting. In
this study to test the ability of communication and understanding of
geography, taking the topic matter equations and linear inequality one
variable that is realized in the form of word problems. This study investigated the effect of one of meaningful learning
approach that RGE learning approach with regard to the students' prior
knowledge and understanding of communication skills Geography Geography
for students of class XI IPS SMA.The main objective of this study was to test the advantages and the
factors that influence RGE approach and prior knowledge of students on
communication skills and understanding Geography Geography as indicated
by the ability to solve word problems for high school students of class
XI-IPS.
RESEARCH METHODSThis study uses two-factor measurement technique in a 2 x 2 factorial fersi pretest-posttest nonequivalent control group. The quasi experimental design aimed at testing the degree of
similarity between groups and scores pratest serves as a covariate to
control statistically.This
study population is class XI IPS SMAN 3 Madiun consisting of 7 parallel
classes, SMAN 6 Madiun which consists of five parallel classes,
students of class XI IPS SMAN 1 Madiun which consists of 10 parallel
classes, and SMAN 6 Madiun comprising of 8 parallel classes, in the first half of the school year 2012/2013. Research is being sampled from each school is taken from one class, so it will elect four (4) class research samples. Determination sampling cluster sampling technique gradually (cluster-random sampling).By
using cluster-random sampling technique, the SMAN 3 was selected as the
experimental class (research subjects using approaches RGE) and SMAN 6
Madiun as the control class (research subjects using Regular learning
approach, RGE), for Madiun. While SMAN 3 as the experimental class (using the approach RGE) and SMAN 2 as the control class (RGE approach). The subjects involved as many as 100 students supported by four principals and four teachers of Geography.Two dependent variables studied were: (1) Geography communications capabilities; and (2) understanding of Geography. Moderator variable is the classification of the initial knowledge of students who have high capability versus low. Two covariates studied were early communication abilities and capabilities Geography early understanding of geography. Geography
communication skills learning outcomes is the score obtained by the
students of the results of the test communications capabilities
pascatest Geography consisting of 10 items essay form with a maximum
score of 60. While understanding Geography students obtained scores
measured by post-test students' understanding of the results of
Geography, which consists of 6 essay-shaped
item with a maximum score of 60. Tests Geography communication and
comprehension tests realized in the form of material about the story of
Geography with a linear inequality equations and variables. Results of study with a maximum score of 60, categorized into five levels: 0 â € "11 is the lowest, 12 â €" 23, including low; 24 â € "35 including sufficient; 36-47 is high; and 48 â € "60 is very high.As
a learning facility for students in this study are: Master Books,
Student Books, and LKS - RGE for the experimental group, and the Student
Book and LKS â € "Regular for the control group. Students following books students use worksheets that have been validated and has been tested in a small group learning.Geography
test communication skills and comprehension tests are qualified
Geography validity of the content, validity, and reliability of the
instrument. The
trials all these instruments is done through discussion among members
of the research team, expert judment regarding content validity, user
judgment regarding content validity, as well as empirical procedures. To
interpret the coefficient of validity of the instrument, used the
categorization of Guilford (in Ruseffendi, 1990: 216): high validity for
r range between 0.70 â € "0.90. Internal
reliability (internal consistency) is determined by calculating
Cronbach's alpha coefficient (Mehrens & Lehmann, 1994). Criteria referred Cronbach's alpha coefficient of 0.80 is expressed such instruments acceptable (Long et al, 1985). Item difficulty index criteria used Arikunto (1988: 212): the range of
0.00 â € "0.30 including difficult, 0.30 â €" 0.70 includes moderate,
and 0.70 â € "1.00 includes easy.The
test results of 16 grains of communications test concept tested, it was
decided the 10 points to be used in research with the validity index r =
0.72, with a reliability index r = 0.82 and level of difficulty of
moving about between 0.28 up to 0 , 66. To test understanding of geography, of 8 points of the concept was
decided 6 grains used in the study with the validity index r = 0.76, r =
0.85 and reliability of the level of difficulty in the range between
0.29 to 0.68.Data were analyzed using descriptive statistics and MANCOVA. Test normality of data distribution using the Kolmogorov statistics â € "Smirnov and Shapiro â €" Wilk. Test homogeneity of variance-covariance matrix is done by using Boxa
€ ™ s Test and test variants mistake done by using Leveneâ € ™ s test.Draft
MANCOVA 2 x 2 factorial shown in Figure 1. Based on Figure 1, the
symbol O represents observation, with odd indices are preliminary
observations and even index is final observation. Each O divided again into two categories, namely communication skills and understanding of geography.
Innovative Learning (RGE) Non- Innovative Learning (RGE)High Initial ability O1 O2 O3 O4Early capability Low O5 O6 O7 O8Figure 1: Draft MANCOVA 2 x 2 factorial with two independent variables and two covariatesResearch ResultA. Test Assumptions
Test assumptions expressed herein are the data
distribution normality test, variant homogeneity test, and test-variant
covariance matrix similarity.
Distribution
normality test result data is presented based on the results of
grouping guards (group prior knowledge) and results grouping MODEL
(learning approaches). Distribution
normality test result data based on the guard appears that the
Kolmogorov-Smirnov statistic value for the dependent variable geography
communication skills both high and low initial capability has
significant numbers smaller than 0.05, but according to the Shapiro-Wilk
statistic significance has a number greater than 0, 05 which means normal distribution. For
the dependent variable understanding of geography for students capable
of high initial value Kolmogorov-Smirnov statistic and Shapiro-Wilk
statistic significance have numbers greater than 0.05, which means
normally distributed dependent variable, while for Geography
understanding for students who are capable of low-value initial
Statistic Kolmogorov- Smirnov
has a significance figure is smaller than 0.05 but according to the
Shapiro-Wilk statistic significance has a number greater than 0.05. which means normal distribution. Therefore, on the whole, all of the data distribution grouping by guards is normally distributed.Statistic
test results Kolmogorov-Smirnov and Shapiro-Wilk statistic for all
dependent variables have significant numbers greater than 0.05. Therefore, all of the data distribution grouping by MODEL is normally distributed.
Homogeneity
of variance test results with Levene test indicated that the values
of F statistics for variable communication capabilities Geography is F
= 1.691 with 0.174 significance numbers greater than 0.05. Similarly, for a variable understanding of Geography, obtained F = 1.498 with 0.220 significance numbers greater than 0.05. Therefore, the null hypothesis that â € œ the variance between the two groups was not different dependent variable, accepted. Thus, the dependent variable has a homogenous variance between treatment groups.Results
of analysis of variance-covariance matrix similarity between the
dependent variable using the Box tests indicated that the statistical
value of F = 1.590 with 0.112 significance of the numbers that turned
out to be greater than 0.05. Therefore,
the null hypothesis states â € œ variance-covariance matrix between the
dependent variable is no different, acceptable. So there is no significance difference covariance matrices, which means that MANCOVA can proceed.
Multivariate Test B.
This multivariate analysis to determine the effect of all independent variables to all the dependent variables simultaneously. Results of the analysis can be informed findings as follows. First,
from the source of the influence of covariates on the dependent
variable geography communication skills, obtained statistical values
Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and
Roya € ™ s Largest Root each with significant numbers 0,000. Agka the significance of less than 0.05. Therefore, the value of communication Geography
(covariate) before the study was conducted significant effect on
communication skills and understanding Geography Geography, jointly.
Secondly,
from the source of the influence of prior knowledge (guards) on the
dependent variable, found statistical values Pillaiâ € ™ s Trace,
Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root
each with significant numbers 0,000 , Agka the significance of less than 0.05. Therefore, differences in students' initial ability
significantly affect the ability of communication and understanding
Geography Geography together.
Third,
from the source MODEL influence on the dependent variable, found
statistical values Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ €
™ s Trace, and Roya € ™ s Largest Root each with significant numbers
0,000. Agka the significance of less than 0.05. Therefore, differences in teaching approaches implemented
significantly affect the ability of communication and understanding
Geography Geography together.
Fourth,
from the source of interactive influence Guard * MODEL on the dependent
variable, found statistical values Pillaiâ € ™ s Trace, Wilksâ € ™
Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root each with
significant numbers 0,115. Agka significance is greater than 0.05. Thus, the interaction between prior knowledge and learning approaches
do not significantly affect the ability of communication and
understanding Geography Geography together.
C. Effect of inter Subjects
Geography learning associated with experimental class XI-IPS high
school, used the test results between subjects effect of MANCOVA 2x2
factorial as presented in the following tableTable 1: Tests of Between-Subjects Effects
Minggu, 16 Agustus 2015
OPTIMIZE TEACHING AND KNOWLEDGE EARLYSTUDENT'S ABILITY TO COMMUNICATE INUNDERSTANDING OF THE GEOGRAPHY LESSON FOR CLASS XI-IPS SMA
Drs. ADI Suprayitno. M.PdTeaching Staff SMAN 6 MadiunHp. 085607312952
Abstract:In this research activity aims to test the effect of the application of the teaching of Geography-based Realistic Geographical Education (RGE) and regular learning, as well as students' prior knowledge of the geography communication skills and understanding of geography for students of class XI IPS SMA. This research was conducted through a preliminary survey, followed by experiments that using a factorial design with a control group of non-equivalence at the high school in the town of Madiun. Selection of the sample is done by using cluster random sampling technique. Analysis of data using multivariate analysis of covariance (MANCOVA) 2x2 factorial. The study's findings show that, in terms of achieving communication skills and understanding Geography Geography, RGE approach is significantly superior compared to Regular approach, influence students' prior knowledge, there are no interactive effect between teaching approach of Geography (RGE and Regular) and prior knowledge (high and Low).Keywords: Geography teaching approach, the initial knowledge, communication skills Geography, Geography and understanding.Abstract:In the Actifity The purpose of this study is to describe the effect of th implementation of RGE based on Geographical Regular instruction and instruction and prior knowledge on Geographical communication capabilities and understanding of grade 7 Sunior High School (SMA) students. The study was Carried out through a preliminary survey continuedby an experiment using factorial design with non-equivalent control group of Junior High Schools at Madiun cities. The samples were choosen by cluster random sampling technique. The Data were Analyzed by using multivariate nalysis of covariance (MANCOVA) factorial 2 x 2. This study Showed that, for achievement of Geographical communication capabilities and understanding, Geographical instruction with RGE was better than Regular Geographical instruction, the prior knowledge had a positive effec , and they was no interaction effect between Geographical intruction (based on RGE and Regular) and prior knowledge (high and low).Keywords: mathemtics instruction, prior knowledge, Geographical communication capabilities, Geographical understanding.PreliminaryIn support of initial knowledge (prior knoledge) is also known as knowledge store, prior knoledge stage, expertise, expert knowledge, preknowledge, and personal knowledge For the purposes of empirical research, the initial knowledge is defined as a person's overall actual knowledge, namely: (1) has no prior learning, (2) structured in schemata, (3) as a declarative and procedural knowledge, (4) partly explicit and partly tacit, (5) containing the content knowledge and metacognitive knowledge, (6) dynamic in nature and is stored in the knowledge base early (Dochy, 1996: 58) initial knowledge is a resource for students in learning activities, because the learning activities is a vehicle for the process of negotiation of meaning between teachers and students with regard to learning materials (Gardner, 1991: 65). Departing from the knowledge and experience of the early student, then at the time of negotiation of meaning takes place, the information received to evolve from the general context to the particular context of science, then connected with various activities or imaginary events that will stimulate students to continue to seek and find (Jensen , 1998: 72).To demonstrate the ability of students is achieved through a process of learning, understanding and significance can be realized by students in various forms of acquisition of learning, such as geography communication skills, the ability of the algorithm implementation, and even decision-making ability in problem solving. Research related to prior knowledge reported that the initial knowledge of students contribute significantly to the post-test scores or learning gains (Dochy, 1996: 68). Learning oriented prior knowledge will have an impact on the process and adequate learning acquisition (Dochy, 1996: 72). According to the constructivist view, meaningful learning can be realized by providing opportunities for students to make the selection of contextual facts, and integrate it into prior knowledge of students.Geography lesson at school according to the 2004 curriculum SBC has several characteristics, the first Geography as search activity patterns and relationships. Second, Geography as creativity that requires imagination, intuition and invention. Third, Geography as a problem solver activities (problem solving) and Geography as a tool to communicate (MONE, 2004: 122). The implication of this view to learning are: (1) allow students to do activities, discovery and investigation of patterns to determine the relationship; (2) provide an opportunity for students to experiment with a variety of ways; (3) help students understand and find the connection between one and the other understanding, (4) encourages curiosity, the desire to ask, denied the ability and capability estimates, (5) appreciate the unexpected discovery as helpful rather than regard it as a mistake, (6 ) encourages students to think reflectively, (7) does not suggest only using one method alone, and (8) encourage students to give reasons for the activities of Geography.Characteristics listed in the school geography curriculum SBC and the K13 curriculum should indirectly lead teachers to be creative and adaptable to the effectiveness will be learning in school Geography. At least three basic tendencies of how people explain what and how that knowledge is formed, namely: (1) knowledge it is a fact; (2) knowledge is a process of formation, and (3) the need for a more comprehensive scheme (Shapiro, 1994: 92). Thus, the teaching of Geography which can include characteristics of school Geography and third tendencies are learning to engage students actively in achieving meaningfulness and understanding.The survey results about geography and science teaching in high schools in the city of Madiun (Ardhana., 2003: 75) reported: (1) not terimplementasikannya meaningful learning model in teaching Geography, (2) learning Geography tend not depart from the subject matter of destinations Geography and the basic learning needs of students, (3) learning geography is often not associated with a real life context; (4) learning rarely begins with a contextual issues and realistic, and (5) learning tend to use sources that are only accommodate convergent thinking skills.Empirical findings described above sufficient to provide an indication that the general teaching of Geography in high school tend to be conventional Reguleritas activity. Regular learning activities (RGE) is allegedly as a barrier to achieving the communication skills and understanding Geography Geography. Perkin and Unger (1999: 73) suggests that learning for understanding should challenge students to learn, for example by presenting issues that support the implementation of structured thinking skills and work. So, teaching geography for understanding aimed at the achievement of learning how to learn and learning to do. Learning Geography in the achievement of learning how to learn and learning to do will be apparent from the ongoing learning process, not merely of learning outcomes.Departing from a variety of meaningful learning theory and cognitive psychology theory as well as the fact that geography is always in touch with reality, it is much developed an innovative learning approaches, which solely aims to improve students' understanding of the significance and Geography. One approach is learning-based learning approach Realistic Geography Geographical Education (RGE). Geography-based learning approach RGE is a learning approach that takes into account the student activity, social interaction, negotiation of meaning, and the construction of knowledge (Freudenthal, 1991: 111). Geography RGE-based learning concept starts from the things that had experienced students and encourage students to make the connection between its initial knowledge with its application in everyday life (Freudenthal, 1991: 98). RGE in learning activities in the classroom, starting from a realistic contextual issues and give freedom to the students to be able to describe, interpret and resolve the contextual problems in its own way according to prior knowledge possessed. The process of exploration, penginterpretasian, and the rediscovery of the RGE using mathematical concepts both horizontally and vertically, and inspired by the informal ways of solving used by students (Freudenthal, 1991a: 219). Asikin research results (2000: 88), reported that through RGE approach, (a) students more opportunities to bring up and flashed his opinion; (B) students more opportunities to respond to the opinion of other students; (C) more opportunities to ask questions to their friends or teachers; (D) can be used to train students to talk in class about the human being studied. Furthermore Asikin (2002: 74) also reported that through RGE approach, (1) the student be willing and bold expression, (2) the participation of students in higher learning, and (3) an increase in the level of communication kecenderunngan Geography.In Geography learning meaningful, one important aspect that the students have the ability to problem-solving Geography, Geography is a communication skills (Baroody, 1993: 69) Geography Communication can not only be attributed to the understanding of geography, but also strongly associated with problem-solving abilities. Teachers can use a problem-solving activity for multiple purposes such as developing ketrerampilan critical thinking, skills of organizing data, and communication skills (Asikin, 2002: 138). Geography conceptual understanding can be built through reasoning ability, geography communication, and problem solving Geography (NCTM, 2000: 81). Communication skills and be able to encourage student representation on a deep understanding of problem solving Geography (NCTM, 2001: 83). Geography communication skills is the ability of students to use geography as a means of communication (language Geography), and the student's ability to communicate Geography is learned as the content of the message should be delivered (NCTM, 2001: 66). Geography communications capabilities include (1) the use of Geography are realized in the form of Lesan, written, or visual; (2) the use of Geographical representation embodied in the form of written or visual; and (3) clarity of presentation, namely interpreting the ideas of geography, using the term Geography or Geography notation to represent the ideas of Geography, as well as describe the relationships or models Geography (Curriculum and Evaluation Standards for School, NCTM in Kennedy & Tipps, 1994 : 229).Geography communication skills can be developed through a cooperative learning. With cooperative learning will occur interaction between students, students will communicate with friends in learning. In addition to developing communication, learning koopertif also overcome the misconceptions in the child. Piaget (in Baroody, 1993: 69) states that the interaction between the students in the class can overcome misconceptions tendency, by providing opportunities for students to rediscover the ideas and concepts of Geography with the guidance of an adult (Gravemeijer, 1994: 46). As the theory of Vygotsky, the zone of proximal development (ZPD) in cognitive development stage, that the ZPD is the cognitive area indicating that a student requires a little assistance (scafolding) of older adults or more advanced peers in order to solve problems faced independently (Souviney, 1994: 75). Since this area is different from person to person and is not known precisely the interaction between students and students or students and teachers is a way that needs to be done by students with the guidance of teachers. The information obtained in the interaction, through reflection can be used as an aid to develop communication skills and solve problems. This work is done through the exploration of a variety of situations and problems realistic (Freudenthal, 1973: 83). Prastiti research results indicate that the difficulties of students in solving problem solving, among others, is weak in communication skills Geography (Prastiti, 1997: 101).Geography understanding aspects of development and the ability to apply Geography in everyday life (including problem solving ability); explicitly included in the curriculum of Geography, for example on the material linear equations and inequalities one variable (MONE, 2004: 96). The structure of the material (content) of linear equations and inequalities one of these variables requires mastery of the concepts of Geography (conceptual knowledge), procedural knowledge, mastery of the principles of Geography, Geography and problem-solving skills. In the material equations and linear inequality one variable, contextual problem usually manifested in the form of word problems. About the story is one that could be material Geography troubleshooting. In this study to test the ability of communication and understanding of geography, taking the topic matter equations and linear inequality one variable that is realized in the form of word problems. This study investigated the effect of one of meaningful learning approach that RGE learning approach with regard to the students' prior knowledge and understanding of communication skills Geography Geography for students of class XI IPS SMA.The main objective of this study was to test the advantages and the factors that influence RGE approach and prior knowledge of students on communication skills and understanding Geography Geography as indicated by the ability to solve word problems for high school students of class XI-IPS.
RESEARCH METHODSThis study uses two-factor measurement technique in a 2 x 2 factorial fersi pretest-posttest nonequivalent control group. The quasi experimental design aimed at testing the degree of similarity between groups and scores pratest serves as a covariate to control statistically.This study population is class XI IPS SMAN 3 Madiun consisting of 7 parallel classes, SMAN 6 Madiun which consists of five parallel classes, students of class XI IPS SMAN 1 Madiun which consists of 10 parallel classes, and SMAN 6 Madiun comprising of 8 parallel classes, in the first half of the school year 2012/2013. Research is being sampled from each school is taken from one class, so it will elect four (4) class research samples. Determination sampling cluster sampling technique gradually (cluster-random sampling).By using cluster-random sampling technique, the SMAN 3 was selected as the experimental class (research subjects using approaches RGE) and SMAN 6 Madiun as the control class (research subjects using Regular learning approach, RGE), for Madiun. While SMAN 3 as the experimental class (using the approach RGE) and SMAN 2 as the control class (RGE approach). The subjects involved as many as 100 students supported by four principals and four teachers of Geography.Two dependent variables studied were: (1) Geography communications capabilities; and (2) understanding of Geography. Moderator variable is the classification of the initial knowledge of students who have high capability versus low. Two covariates studied were early communication abilities and capabilities Geography early understanding of geography. Geography communication skills learning outcomes is the score obtained by the students of the results of the test communications capabilities pascatest Geography consisting of 10 items essay form with a maximum score of 60. While understanding Geography students obtained scores measured by post-test students' understanding of the results of Geography, which consists of 6 essay-shaped item with a maximum score of 60. Tests Geography communication and comprehension tests realized in the form of material about the story of Geography with a linear inequality equations and variables. Results of study with a maximum score of 60, categorized into five levels: 0 â € "11 is the lowest, 12 â €" 23, including low; 24 â € "35 including sufficient; 36-47 is high; and 48 â € "60 is very high.As a learning facility for students in this study are: Master Books, Student Books, and LKS - RGE for the experimental group, and the Student Book and LKS â € "Regular for the control group. Students following books students use worksheets that have been validated and has been tested in a small group learning.Geography test communication skills and comprehension tests are qualified Geography validity of the content, validity, and reliability of the instrument. The trials all these instruments is done through discussion among members of the research team, expert judment regarding content validity, user judgment regarding content validity, as well as empirical procedures. To interpret the coefficient of validity of the instrument, used the categorization of Guilford (in Ruseffendi, 1990: 216): high validity for r range between 0.70 â € "0.90. Internal reliability (internal consistency) is determined by calculating Cronbach's alpha coefficient (Mehrens & Lehmann, 1994). Criteria referred Cronbach's alpha coefficient of 0.80 is expressed such instruments acceptable (Long et al, 1985). Item difficulty index criteria used Arikunto (1988: 212): the range of 0.00 â € "0.30 including difficult, 0.30 â €" 0.70 includes moderate, and 0.70 â € "1.00 includes easy.The test results of 16 grains of communications test concept tested, it was decided the 10 points to be used in research with the validity index r = 0.72, with a reliability index r = 0.82 and level of difficulty of moving about between 0.28 up to 0 , 66. To test understanding of geography, of 8 points of the concept was decided 6 grains used in the study with the validity index r = 0.76, r = 0.85 and reliability of the level of difficulty in the range between 0.29 to 0.68.Data were analyzed using descriptive statistics and MANCOVA. Test normality of data distribution using the Kolmogorov statistics â € "Smirnov and Shapiro â €" Wilk. Test homogeneity of variance-covariance matrix is done by using Boxa € ™ s Test and test variants mistake done by using Leveneâ € ™ s test.Draft MANCOVA 2 x 2 factorial shown in Figure 1. Based on Figure 1, the symbol O represents observation, with odd indices are preliminary observations and even index is final observation. Each O divided again into two categories, namely communication skills and understanding of geography.
Innovative Learning (RGE) Non- Innovative Learning (RGE)High Initial ability O1 O2 O3 O4Early capability Low O5 O6 O7 O8Figure 1: Draft MANCOVA 2 x 2 factorial with two independent variables and two covariatesResearch ResultA. Test Assumptions
Test assumptions expressed herein are the data distribution normality test, variant homogeneity test, and test-variant covariance matrix similarity.
Distribution normality test result data is presented based on the results of grouping guards (group prior knowledge) and results grouping MODEL (learning approaches). Distribution normality test result data based on the guard appears that the Kolmogorov-Smirnov statistic value for the dependent variable geography communication skills both high and low initial capability has significant numbers smaller than 0.05, but according to the Shapiro-Wilk statistic significance has a number greater than 0, 05 which means normal distribution. For the dependent variable understanding of geography for students capable of high initial value Kolmogorov-Smirnov statistic and Shapiro-Wilk statistic significance have numbers greater than 0.05, which means normally distributed dependent variable, while for Geography understanding for students who are capable of low-value initial Statistic Kolmogorov- Smirnov has a significance figure is smaller than 0.05 but according to the Shapiro-Wilk statistic significance has a number greater than 0.05. which means normal distribution. Therefore, on the whole, all of the data distribution grouping by guards is normally distributed.Statistic test results Kolmogorov-Smirnov and Shapiro-Wilk statistic for all dependent variables have significant numbers greater than 0.05. Therefore, all of the data distribution grouping by MODEL is normally distributed.
Homogeneity of variance test results with Levene test indicated that the values of F statistics for variable communication capabilities Geography is F = 1.691 with 0.174 significance numbers greater than 0.05. Similarly, for a variable understanding of Geography, obtained F = 1.498 with 0.220 significance numbers greater than 0.05. Therefore, the null hypothesis that â € œ the variance between the two groups was not different dependent variable, accepted. Thus, the dependent variable has a homogenous variance between treatment groups.Results of analysis of variance-covariance matrix similarity between the dependent variable using the Box tests indicated that the statistical value of F = 1.590 with 0.112 significance of the numbers that turned out to be greater than 0.05. Therefore, the null hypothesis states â € œ variance-covariance matrix between the dependent variable is no different, acceptable. So there is no significance difference covariance matrices, which means that MANCOVA can proceed.
Multivariate Test B.
This multivariate analysis to determine the effect of all independent variables to all the dependent variables simultaneously. Results of the analysis can be informed findings as follows. First, from the source of the influence of covariates on the dependent variable geography communication skills, obtained statistical values Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root each with significant numbers 0,000. Agka the significance of less than 0.05. Therefore, the value of communication Geography (covariate) before the study was conducted significant effect on communication skills and understanding Geography Geography, jointly.
Secondly, from the source of the influence of prior knowledge (guards) on the dependent variable, found statistical values Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root each with significant numbers 0,000 , Agka the significance of less than 0.05. Therefore, differences in students' initial ability significantly affect the ability of communication and understanding Geography Geography together.
Third, from the source MODEL influence on the dependent variable, found statistical values Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root each with significant numbers 0,000. Agka the significance of less than 0.05. Therefore, differences in teaching approaches implemented significantly affect the ability of communication and understanding Geography Geography together.
Fourth, from the source of interactive influence Guard * MODEL on the dependent variable, found statistical values Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root each with significant numbers 0,115. Agka significance is greater than 0.05. Thus, the interaction between prior knowledge and learning approaches do not significantly affect the ability of communication and understanding Geography Geography together.
Drs. ADI Suprayitno. M.PdTeaching Staff SMAN 6 MadiunHp. 085607312952
Abstract:In this research activity aims to test the effect of the application of the teaching of Geography-based Realistic Geographical Education (RGE) and regular learning, as well as students' prior knowledge of the geography communication skills and understanding of geography for students of class XI IPS SMA. This research was conducted through a preliminary survey, followed by experiments that using a factorial design with a control group of non-equivalence at the high school in the town of Madiun. Selection of the sample is done by using cluster random sampling technique. Analysis of data using multivariate analysis of covariance (MANCOVA) 2x2 factorial. The study's findings show that, in terms of achieving communication skills and understanding Geography Geography, RGE approach is significantly superior compared to Regular approach, influence students' prior knowledge, there are no interactive effect between teaching approach of Geography (RGE and Regular) and prior knowledge (high and Low).Keywords: Geography teaching approach, the initial knowledge, communication skills Geography, Geography and understanding.Abstract:In the Actifity The purpose of this study is to describe the effect of th implementation of RGE based on Geographical Regular instruction and instruction and prior knowledge on Geographical communication capabilities and understanding of grade 7 Sunior High School (SMA) students. The study was Carried out through a preliminary survey continuedby an experiment using factorial design with non-equivalent control group of Junior High Schools at Madiun cities. The samples were choosen by cluster random sampling technique. The Data were Analyzed by using multivariate nalysis of covariance (MANCOVA) factorial 2 x 2. This study Showed that, for achievement of Geographical communication capabilities and understanding, Geographical instruction with RGE was better than Regular Geographical instruction, the prior knowledge had a positive effec , and they was no interaction effect between Geographical intruction (based on RGE and Regular) and prior knowledge (high and low).Keywords: mathemtics instruction, prior knowledge, Geographical communication capabilities, Geographical understanding.PreliminaryIn support of initial knowledge (prior knoledge) is also known as knowledge store, prior knoledge stage, expertise, expert knowledge, preknowledge, and personal knowledge For the purposes of empirical research, the initial knowledge is defined as a person's overall actual knowledge, namely: (1) has no prior learning, (2) structured in schemata, (3) as a declarative and procedural knowledge, (4) partly explicit and partly tacit, (5) containing the content knowledge and metacognitive knowledge, (6) dynamic in nature and is stored in the knowledge base early (Dochy, 1996: 58) initial knowledge is a resource for students in learning activities, because the learning activities is a vehicle for the process of negotiation of meaning between teachers and students with regard to learning materials (Gardner, 1991: 65). Departing from the knowledge and experience of the early student, then at the time of negotiation of meaning takes place, the information received to evolve from the general context to the particular context of science, then connected with various activities or imaginary events that will stimulate students to continue to seek and find (Jensen , 1998: 72).To demonstrate the ability of students is achieved through a process of learning, understanding and significance can be realized by students in various forms of acquisition of learning, such as geography communication skills, the ability of the algorithm implementation, and even decision-making ability in problem solving. Research related to prior knowledge reported that the initial knowledge of students contribute significantly to the post-test scores or learning gains (Dochy, 1996: 68). Learning oriented prior knowledge will have an impact on the process and adequate learning acquisition (Dochy, 1996: 72). According to the constructivist view, meaningful learning can be realized by providing opportunities for students to make the selection of contextual facts, and integrate it into prior knowledge of students.Geography lesson at school according to the 2004 curriculum SBC has several characteristics, the first Geography as search activity patterns and relationships. Second, Geography as creativity that requires imagination, intuition and invention. Third, Geography as a problem solver activities (problem solving) and Geography as a tool to communicate (MONE, 2004: 122). The implication of this view to learning are: (1) allow students to do activities, discovery and investigation of patterns to determine the relationship; (2) provide an opportunity for students to experiment with a variety of ways; (3) help students understand and find the connection between one and the other understanding, (4) encourages curiosity, the desire to ask, denied the ability and capability estimates, (5) appreciate the unexpected discovery as helpful rather than regard it as a mistake, (6 ) encourages students to think reflectively, (7) does not suggest only using one method alone, and (8) encourage students to give reasons for the activities of Geography.Characteristics listed in the school geography curriculum SBC and the K13 curriculum should indirectly lead teachers to be creative and adaptable to the effectiveness will be learning in school Geography. At least three basic tendencies of how people explain what and how that knowledge is formed, namely: (1) knowledge it is a fact; (2) knowledge is a process of formation, and (3) the need for a more comprehensive scheme (Shapiro, 1994: 92). Thus, the teaching of Geography which can include characteristics of school Geography and third tendencies are learning to engage students actively in achieving meaningfulness and understanding.The survey results about geography and science teaching in high schools in the city of Madiun (Ardhana., 2003: 75) reported: (1) not terimplementasikannya meaningful learning model in teaching Geography, (2) learning Geography tend not depart from the subject matter of destinations Geography and the basic learning needs of students, (3) learning geography is often not associated with a real life context; (4) learning rarely begins with a contextual issues and realistic, and (5) learning tend to use sources that are only accommodate convergent thinking skills.Empirical findings described above sufficient to provide an indication that the general teaching of Geography in high school tend to be conventional Reguleritas activity. Regular learning activities (RGE) is allegedly as a barrier to achieving the communication skills and understanding Geography Geography. Perkin and Unger (1999: 73) suggests that learning for understanding should challenge students to learn, for example by presenting issues that support the implementation of structured thinking skills and work. So, teaching geography for understanding aimed at the achievement of learning how to learn and learning to do. Learning Geography in the achievement of learning how to learn and learning to do will be apparent from the ongoing learning process, not merely of learning outcomes.Departing from a variety of meaningful learning theory and cognitive psychology theory as well as the fact that geography is always in touch with reality, it is much developed an innovative learning approaches, which solely aims to improve students' understanding of the significance and Geography. One approach is learning-based learning approach Realistic Geography Geographical Education (RGE). Geography-based learning approach RGE is a learning approach that takes into account the student activity, social interaction, negotiation of meaning, and the construction of knowledge (Freudenthal, 1991: 111). Geography RGE-based learning concept starts from the things that had experienced students and encourage students to make the connection between its initial knowledge with its application in everyday life (Freudenthal, 1991: 98). RGE in learning activities in the classroom, starting from a realistic contextual issues and give freedom to the students to be able to describe, interpret and resolve the contextual problems in its own way according to prior knowledge possessed. The process of exploration, penginterpretasian, and the rediscovery of the RGE using mathematical concepts both horizontally and vertically, and inspired by the informal ways of solving used by students (Freudenthal, 1991a: 219). Asikin research results (2000: 88), reported that through RGE approach, (a) students more opportunities to bring up and flashed his opinion; (B) students more opportunities to respond to the opinion of other students; (C) more opportunities to ask questions to their friends or teachers; (D) can be used to train students to talk in class about the human being studied. Furthermore Asikin (2002: 74) also reported that through RGE approach, (1) the student be willing and bold expression, (2) the participation of students in higher learning, and (3) an increase in the level of communication kecenderunngan Geography.In Geography learning meaningful, one important aspect that the students have the ability to problem-solving Geography, Geography is a communication skills (Baroody, 1993: 69) Geography Communication can not only be attributed to the understanding of geography, but also strongly associated with problem-solving abilities. Teachers can use a problem-solving activity for multiple purposes such as developing ketrerampilan critical thinking, skills of organizing data, and communication skills (Asikin, 2002: 138). Geography conceptual understanding can be built through reasoning ability, geography communication, and problem solving Geography (NCTM, 2000: 81). Communication skills and be able to encourage student representation on a deep understanding of problem solving Geography (NCTM, 2001: 83). Geography communication skills is the ability of students to use geography as a means of communication (language Geography), and the student's ability to communicate Geography is learned as the content of the message should be delivered (NCTM, 2001: 66). Geography communications capabilities include (1) the use of Geography are realized in the form of Lesan, written, or visual; (2) the use of Geographical representation embodied in the form of written or visual; and (3) clarity of presentation, namely interpreting the ideas of geography, using the term Geography or Geography notation to represent the ideas of Geography, as well as describe the relationships or models Geography (Curriculum and Evaluation Standards for School, NCTM in Kennedy & Tipps, 1994 : 229).Geography communication skills can be developed through a cooperative learning. With cooperative learning will occur interaction between students, students will communicate with friends in learning. In addition to developing communication, learning koopertif also overcome the misconceptions in the child. Piaget (in Baroody, 1993: 69) states that the interaction between the students in the class can overcome misconceptions tendency, by providing opportunities for students to rediscover the ideas and concepts of Geography with the guidance of an adult (Gravemeijer, 1994: 46). As the theory of Vygotsky, the zone of proximal development (ZPD) in cognitive development stage, that the ZPD is the cognitive area indicating that a student requires a little assistance (scafolding) of older adults or more advanced peers in order to solve problems faced independently (Souviney, 1994: 75). Since this area is different from person to person and is not known precisely the interaction between students and students or students and teachers is a way that needs to be done by students with the guidance of teachers. The information obtained in the interaction, through reflection can be used as an aid to develop communication skills and solve problems. This work is done through the exploration of a variety of situations and problems realistic (Freudenthal, 1973: 83). Prastiti research results indicate that the difficulties of students in solving problem solving, among others, is weak in communication skills Geography (Prastiti, 1997: 101).Geography understanding aspects of development and the ability to apply Geography in everyday life (including problem solving ability); explicitly included in the curriculum of Geography, for example on the material linear equations and inequalities one variable (MONE, 2004: 96). The structure of the material (content) of linear equations and inequalities one of these variables requires mastery of the concepts of Geography (conceptual knowledge), procedural knowledge, mastery of the principles of Geography, Geography and problem-solving skills. In the material equations and linear inequality one variable, contextual problem usually manifested in the form of word problems. About the story is one that could be material Geography troubleshooting. In this study to test the ability of communication and understanding of geography, taking the topic matter equations and linear inequality one variable that is realized in the form of word problems. This study investigated the effect of one of meaningful learning approach that RGE learning approach with regard to the students' prior knowledge and understanding of communication skills Geography Geography for students of class XI IPS SMA.The main objective of this study was to test the advantages and the factors that influence RGE approach and prior knowledge of students on communication skills and understanding Geography Geography as indicated by the ability to solve word problems for high school students of class XI-IPS.
RESEARCH METHODSThis study uses two-factor measurement technique in a 2 x 2 factorial fersi pretest-posttest nonequivalent control group. The quasi experimental design aimed at testing the degree of similarity between groups and scores pratest serves as a covariate to control statistically.This study population is class XI IPS SMAN 3 Madiun consisting of 7 parallel classes, SMAN 6 Madiun which consists of five parallel classes, students of class XI IPS SMAN 1 Madiun which consists of 10 parallel classes, and SMAN 6 Madiun comprising of 8 parallel classes, in the first half of the school year 2012/2013. Research is being sampled from each school is taken from one class, so it will elect four (4) class research samples. Determination sampling cluster sampling technique gradually (cluster-random sampling).By using cluster-random sampling technique, the SMAN 3 was selected as the experimental class (research subjects using approaches RGE) and SMAN 6 Madiun as the control class (research subjects using Regular learning approach, RGE), for Madiun. While SMAN 3 as the experimental class (using the approach RGE) and SMAN 2 as the control class (RGE approach). The subjects involved as many as 100 students supported by four principals and four teachers of Geography.Two dependent variables studied were: (1) Geography communications capabilities; and (2) understanding of Geography. Moderator variable is the classification of the initial knowledge of students who have high capability versus low. Two covariates studied were early communication abilities and capabilities Geography early understanding of geography. Geography communication skills learning outcomes is the score obtained by the students of the results of the test communications capabilities pascatest Geography consisting of 10 items essay form with a maximum score of 60. While understanding Geography students obtained scores measured by post-test students' understanding of the results of Geography, which consists of 6 essay-shaped item with a maximum score of 60. Tests Geography communication and comprehension tests realized in the form of material about the story of Geography with a linear inequality equations and variables. Results of study with a maximum score of 60, categorized into five levels: 0 â € "11 is the lowest, 12 â €" 23, including low; 24 â € "35 including sufficient; 36-47 is high; and 48 â € "60 is very high.As a learning facility for students in this study are: Master Books, Student Books, and LKS - RGE for the experimental group, and the Student Book and LKS â € "Regular for the control group. Students following books students use worksheets that have been validated and has been tested in a small group learning.Geography test communication skills and comprehension tests are qualified Geography validity of the content, validity, and reliability of the instrument. The trials all these instruments is done through discussion among members of the research team, expert judment regarding content validity, user judgment regarding content validity, as well as empirical procedures. To interpret the coefficient of validity of the instrument, used the categorization of Guilford (in Ruseffendi, 1990: 216): high validity for r range between 0.70 â € "0.90. Internal reliability (internal consistency) is determined by calculating Cronbach's alpha coefficient (Mehrens & Lehmann, 1994). Criteria referred Cronbach's alpha coefficient of 0.80 is expressed such instruments acceptable (Long et al, 1985). Item difficulty index criteria used Arikunto (1988: 212): the range of 0.00 â € "0.30 including difficult, 0.30 â €" 0.70 includes moderate, and 0.70 â € "1.00 includes easy.The test results of 16 grains of communications test concept tested, it was decided the 10 points to be used in research with the validity index r = 0.72, with a reliability index r = 0.82 and level of difficulty of moving about between 0.28 up to 0 , 66. To test understanding of geography, of 8 points of the concept was decided 6 grains used in the study with the validity index r = 0.76, r = 0.85 and reliability of the level of difficulty in the range between 0.29 to 0.68.Data were analyzed using descriptive statistics and MANCOVA. Test normality of data distribution using the Kolmogorov statistics â € "Smirnov and Shapiro â €" Wilk. Test homogeneity of variance-covariance matrix is done by using Boxa € ™ s Test and test variants mistake done by using Leveneâ € ™ s test.Draft MANCOVA 2 x 2 factorial shown in Figure 1. Based on Figure 1, the symbol O represents observation, with odd indices are preliminary observations and even index is final observation. Each O divided again into two categories, namely communication skills and understanding of geography.
Innovative Learning (RGE) Non- Innovative Learning (RGE)High Initial ability O1 O2 O3 O4Early capability Low O5 O6 O7 O8Figure 1: Draft MANCOVA 2 x 2 factorial with two independent variables and two covariatesResearch ResultA. Test Assumptions
Test assumptions expressed herein are the data distribution normality test, variant homogeneity test, and test-variant covariance matrix similarity.
Distribution normality test result data is presented based on the results of grouping guards (group prior knowledge) and results grouping MODEL (learning approaches). Distribution normality test result data based on the guard appears that the Kolmogorov-Smirnov statistic value for the dependent variable geography communication skills both high and low initial capability has significant numbers smaller than 0.05, but according to the Shapiro-Wilk statistic significance has a number greater than 0, 05 which means normal distribution. For the dependent variable understanding of geography for students capable of high initial value Kolmogorov-Smirnov statistic and Shapiro-Wilk statistic significance have numbers greater than 0.05, which means normally distributed dependent variable, while for Geography understanding for students who are capable of low-value initial Statistic Kolmogorov- Smirnov has a significance figure is smaller than 0.05 but according to the Shapiro-Wilk statistic significance has a number greater than 0.05. which means normal distribution. Therefore, on the whole, all of the data distribution grouping by guards is normally distributed.Statistic test results Kolmogorov-Smirnov and Shapiro-Wilk statistic for all dependent variables have significant numbers greater than 0.05. Therefore, all of the data distribution grouping by MODEL is normally distributed.
Homogeneity of variance test results with Levene test indicated that the values of F statistics for variable communication capabilities Geography is F = 1.691 with 0.174 significance numbers greater than 0.05. Similarly, for a variable understanding of Geography, obtained F = 1.498 with 0.220 significance numbers greater than 0.05. Therefore, the null hypothesis that â € œ the variance between the two groups was not different dependent variable, accepted. Thus, the dependent variable has a homogenous variance between treatment groups.Results of analysis of variance-covariance matrix similarity between the dependent variable using the Box tests indicated that the statistical value of F = 1.590 with 0.112 significance of the numbers that turned out to be greater than 0.05. Therefore, the null hypothesis states â € œ variance-covariance matrix between the dependent variable is no different, acceptable. So there is no significance difference covariance matrices, which means that MANCOVA can proceed.
Multivariate Test B.
This multivariate analysis to determine the effect of all independent variables to all the dependent variables simultaneously. Results of the analysis can be informed findings as follows. First, from the source of the influence of covariates on the dependent variable geography communication skills, obtained statistical values Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root each with significant numbers 0,000. Agka the significance of less than 0.05. Therefore, the value of communication Geography (covariate) before the study was conducted significant effect on communication skills and understanding Geography Geography, jointly.
Secondly, from the source of the influence of prior knowledge (guards) on the dependent variable, found statistical values Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root each with significant numbers 0,000 , Agka the significance of less than 0.05. Therefore, differences in students' initial ability significantly affect the ability of communication and understanding Geography Geography together.
Third, from the source MODEL influence on the dependent variable, found statistical values Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root each with significant numbers 0,000. Agka the significance of less than 0.05. Therefore, differences in teaching approaches implemented significantly affect the ability of communication and understanding Geography Geography together.
Fourth, from the source of interactive influence Guard * MODEL on the dependent variable, found statistical values Pillaiâ € ™ s Trace, Wilksâ € ™ Lambda, Hotellingâ € ™ s Trace, and Roya € ™ s Largest Root each with significant numbers 0,115. Agka significance is greater than 0.05. Thus, the interaction between prior knowledge and learning approaches do not significantly affect the ability of communication and understanding Geography Geography together.
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