The Application
of Articulate Engage Based Contextual Model Students Learning Activity and
achievement on the Indonesian Language
Elin Marlina
(emarlina.stkip@gmail.com)
STKIP-Garut, Jawa Barat
Indonesia
The research was motivated by the gap between
expectations regarding the improvement of the quality of education through
various innovations with real conditions. In this study, the authors tried to
apply the model of contextual learning using Articulate Engage media
presentations to enhance student learning activities in the Indonesian
language, and to improve student learning outcomes.From the data obtained
indicate that the student activity on the dimensions of the activity of drawing
is the highest activity (80.2% of expectations), followed by motor activity
(79% of expectations), hearing and visual respectively 77%, followed by the act
of writing 72 % of expectations, and the lowest activity (64% of expectations)
is an oral activity.
Keywords:
Articulate Engage, Contextual Model Students Learning Activity, and Indonesian
Language
INTRODUCTION
Contextual
learning model is a learning approach that links between the material being
studied by the students real life day-to-day, both within the family, schools,
communities, and citizens, in order to discover the meaning of the material to
life. There is a part of this model which can be used in improving the students
achievement, it is called by articulate engage. Articulate engage in Indonesian
means an application program that involves articulation.
Thus, learning
was accompanied by the articulator or reader material designed by the designer.
Articulate engage is a form of e-learning by engaging tool that quickly and
easily, allowing learning rely on the experience of the learners.Learning activities
are the activities of the students to gain learning experience during the
Indonesian language learning based contextual model articulate engage.
Learning outcomes
in some subjects still often under the minimum completeness criteria (KKM),
particularly on the subjects of Indonesian language and literature. In
addition, the level of interest in the subjects’ learners Indonesian Language
and Literature impressed saturate. The phenomenon, showing the persistence of
the gap between expectations regarding improvement of the quality of education
through a variety of innovations to the real conditions on the cutting edge of
national education systems.
The low learning
outcomes can be seen as a strong indicator that shows the low quality of
education, especially the quality of learning. Whatever the circumstances, the
low academic achievement of learners is an interesting problem for continuous
scientific inquiry.
Articulate Engage
Application program Authoring tools and programs that can be used to
build a multimedia-based learning program, one of which is a Mix Software
Programing Tools is Articulate. Articulate program can be said as one of the
application programs are supported by brain ware simply smart with interactive
tutorials procedures through templates that can be published offline and online
that allow a user to format it in the form of a personal web, CD, word
processing, and the Learning Management System (LMS ).
Programs engage articulate, articulate quizmaker, articulate presenter,
and articulate Video Encoder. Fourth articulate these have different functions
from each other but directed to building an integrated interactive program when
fourth articulate each product has been published by programmers. Programmers
in this case could have been a teacher, lecturer; other professionals can do
their own hosting products to address http://articulate-online.com articulate.
Where file in the form of articulate program that has been published is
accessible to all people with the condition that he must have a login and
password as prompted by admin on online managers articulate (Darmawan, 2011:
1).
Articulate engage an articulate program is the easiest to learn, here are
the features in windows fitru articulate as the basis for a beginner in
developing interactive learning model easily. Learning programs are built with
this disengagement is articulate tutorial, it means that learning can be fully
present learning procedure is quite interesting (Darmawan, 2011:3).
Here is one of the stages in developing learning programs articulate
engage based.
Furthermore, after you click
the icon a window will display a model of interaction options as shown several
models, such as:
a. Model
Interaction Design "Process"
The design process as a picture below, The picture above shows the interaction model that is process, and then if you click on the next model, the model of the graphics window will appear as below.
The design process as a picture below, The picture above shows the interaction model that is process, and then if you click on the next model, the model of the graphics window will appear as below.
b. Model
Interaction Design "Graphic Labeling"
Furthermore
articulate design also provides a model of Graph Labeling as shown in the
figure below.
c. Model
Interaction design "Tabs"
Next you click Tabs then the model will appear as shown in the
interaction window below.
d. Model
Interaction Design "Circle"
Similarly,
when you click the Circle interaction model, the interaction of display windows
will appear as shown in the figure below.
Circle model
is intended to provide an interactive learning material presentation in the
form of circle keywords that will be filled in for each part of the required
circle.
e. Model Interaction Design "Time Line"
This
articulate format for multimedia development with Time Line Interaction design
model, where the format is useful for building interactive tutorial by using
the time line in the search display or presentation material in accordance with
the key icon is clicked by the user.
f.
Model
Interaction Design “Media Tour”
The next
design is the design of the interaction model of Tour as appears in the picture
below.
Tour media
model is intended to develop an interactive model in the form of present
multiple photos or images are presented and contains a message beamed visual
learning.
g. Model Interaction Design “FAQ”
Grow even more designs are designs in
the form of FAQ format as appears in the picture below.
h. Model Interaction Design “Pyramid”
Furthermore
articulate engage also provide design format pyramid, which is evidenced models
to describe the nature of the material between the pre-requisite material
description with one another, ranging from the simplest to the most narrow. The
visualization of the model for this design is as follows.
This model is intended to present the material nature of the explanation for some components of a piece of equipment. This model is also widely used in the form of a manual or guide system. Working electronic equipment. The visualization windows are appearing to engage articulate design Image Guided models are as follows.
j. Model Interaction Design “Glossarium”
This model
is intended to develop interactions that are searching or an explanation of
some terms in a system that includes new equipment to be recognized by the
user. Interaction design glossary format is as follows.
k. Model Interaction Design “Community
interaction”
Articulate
this last model is the model of interaction in the form of Community Interaction
aimed at designing an interaction about how some falsh card or the card is
presented subject matter related to one another. Here's the view from the
windows articulate models of Community Interactions as appears in the second
image below.
Products published by the programmer can articulate themselves or by
teachers / lecturers themselves without having to develop a web-learning
instructional website first. This is the ease of product articulate (Darmawan,
2011:20).
Techniques do publish articulate engage that have been produced off line.
Engage products that have been created either by using Engage or using Quizzes
maker in the end you will be posted to the website admin is managed exclusively
by the articulate.com.
METHODOLOGY
The method used in
this research is the experimental method. As noted by Sugiyono (2007:108) that
"appropriate experimental method used to find the influence of a variable
to another variable".The study was conducted at SMP Negeri 6 Garut. Thus,
the target population in this study were
eighth grade students 2011-2012 school year, spread in eleven classes with as
many as 409 people the number of students.
Testing the validity and reliability of the instrument is
done through a statistical analysis of the data reliability of the instrument
to the test results. Reliability analysis techniques using SPSS16.0 Analyze of
the following conditions:
1) The coefficient of reliability using Cronbach Alpha coefficients if the
instrument has a high level of reliability coefficients obtained if the
value> 0.60 (Trihendradi, 2009:201)
2) The coefficient of correlation between the validity of using the item
scores with the score all items with correlation Person. Item valid if rhit>
rtab, 30,0,05; rtab = 0.361 (Trihendradi, 2009: 212)
RESEARCH FINDINGS
Data assessment
of the implementation of the Indonesian learners through contextual approach
based Articulate Engage generated through observations made by one Indonesian
teacher SMP Negeri 6 Garut as an observer. The assessment use a range score 1-4
with criteria 1 = less, 2 = moderately, 3 = good, 4 = very good.
Observation
includes 4 dimension, namely (1) to manage space and teaching facilities, (2)
Implement the learning, (3) managing classroom interactions, and (4) be open
and flexible and helps students develop positive attitudes toward learning.
Dimensions are observed on the implementation of the learning process includes
3 material that is novel, drama, and posters.
Implementation of
contextual learning based on the Articulate Engage Indonesian lessons in Junior
High School eighth grade 6 outlining included in the category between good and
very good (87.5% of which is expected to be fulfilled).
The variable data
of activity-based learning in contextual learning Articulate Engage Indonesian
lesson material for drama, novels, and posters in the Junior High School eighth
grade 6 Garut, measured with a Likert scale questionnaire. 30 item instrument
with the number of respondents 40 students. This variable measurement scale is
ordinal scale. The data is to describe the characteristics of the variable with
the following conditions. Extended scale of 1-5 with categories: 1 = very low
activity, 2 = low activity, 3 = moderate activity, 4 = high activity, and 5 =
very high.
The learning
activities of the students based on contextual learning Articulate Engage
Indonesian lesson material for drama, novels, and posters in the Junior High
School eighth grade 6 Garut is overall appear on the table with the highest
frequency in the score as 490 5 1,200 (40.8%) . Ideal number of scores
(criterion) is 30 x 40 x 5 = 6000. Appear in the table the total score obtained
is 4576, and then the level of student learning activities reached 76.3% of the
expected.
The students’
competence overall maximum value before learning = 68.33 and after learning
reaches 96.67 increase (gain) of 28.33. While the minimum value before learning
= 40.0 and 60.0 after learning achieve value increase (gain) of 20.0. An
average total score of enrollment for all indicators before and after the
instructional learning 52.96 increase (gain) of 25.46 to 78.42. With a maximum
value of 100, then the learning outcomes throughout competence after students
participating in learning based contextual Articulate Engage obtaining
absorption on average by 78.42%.
Results showed
that in experiments, contextual-based learning is able to articulate engage
properly implemented quantitatively even reach 87% of that expected.
Theoretically, if the design-based contextual learning can engage articulate
properly implemented, it will be able to build student activities optimally.
From the analysis of the students' activity data obtained empirically, student
learning activities in the learning based contextual articulate engage in
general higher, quantitatively able to establish average activity reached 76.2%
of the students what to expect.
From the data
obtained showed that the activity of the students in the dimension drawing
activity is the highest activity (80.2% of expectations), followed by motor
activity (79% of expectations), hearing and visual, respectively 77%, followed
by a writing activity 72 % of expectations, and the lowest activity (64% of
expectation) is an oral activity. Drama on the material, the average absorbency
of students reached 78.75%, the novel material reaches 78% and the average
poster material absorption of students reached 78.5%. Overall results of
contextual learning using learning-based articulate engage at an average of
78.42%.
Between learning
activities and learning outcomes have a strong relationship (r = 0604). The
coefficient of determination (R = r2) = 0.365 means learning as much as 36.5%
of the results can be explained through the learning activity, the rest (63.5%)
are influenced by many other factors such as motivation, students' physical
condition, intelligence and other students . Thus, the learning activities
undertaken learners plays a very important in order to obtain the optimal
learning results.
Empirically that
the Indonesian language learning material plays, novels and posters that use
contextual learning articulate engage in classroom-based SMP Negeri 6 Garut,
student activities positively influence the students' learning outcomes.
Obtained regression model to explain the effect of learning activities on
learning outcomes is Y = 38.812 + 0.399 X can be described mathematically that
the learning outcomes of students is a function of learning activities with the
linear function form.
Through these
regression models can be explained that any changes in student activities at
one point, then learning outcomes will change by 0.399 points. Regression model
results of these studies can be used to predict that if the student activity
can be increased up to a maximum (100%) it will obtain student learning
outcomes 78.712 (Y = 38.812 + 0.399 x 100). It means that if the student
activity can be increased up to 100%, the average student learning outcomes is
78.7. Such values clearly exceed the National Minimum Criteria for
completeness (75).
CONCLUSION
Contextual
learning model based on subjects articulate engage Indonesian Junior High
School eighth grade Garut District 6 can be performed well. Based on
measurements made by one Indonesian teacher SMP Negri 6 Garut, quantitative
models based contextual learning implementation articulate engage reach 87% of
expectations.
Data empirical
research on the relationship between learners' activity and learning outcomes
of students in learning Indonesian using contextual learning model articulate
engage in classroom-based SMP Negeri 6 Garut indicate a fairly close
relationship. Creativity Learning is a variable that affects the learning
outcomes of students. In other words, the results showed that 36.5% of learning
outcomes can be explained by the learning activity, the rest (63.5%) are
influenced by many other factors such as motivation to learn, physical
condition learners, learners intelligence and others. Influence of learning
activities on student learning outcomes in this study can be explained by the
linear regression model with the equation Y = 38.812 +0.399 X.
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