The Implementation of Flipped Classroom in Genetics Substantive Matter to Overcome Slow Learner’s Problems

Cece Sutia¹ and Gita Nurul Puspita²

¹ SMAN 1 Sindangkerta

jajakabelekok@gmail.com

² SMPN 2 Cimahi

gitanurul@gmail.com

ABSTRACT

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. This research has aim to disclose the implementation of flipped classroom to study Genetics Substantive  in SMAN 1 Sindangkerta year 2011/2012. One class (40 students of 12th grade) was involved in this study. Data were collected by using tests and motivation questionnaires. Based on descriptive statistical result, the student’s cognitive test categorized  as ‘good’ (Average Score = 79.85) in which 87.5 % of student reaches The Minimum Standard (KKM = 70) and student’s motivation  categorized as ‘good’ as well (3.10). It can be concluded that flipped classroom can overcome slow learner’s problems. According to this study, it is suggested to science teachers to use video or animation with Indonesian subtitle. Furthermore, it will be better if the teachers make their own video that is suitable for their students need.

Keywords: Flipped classroom, genetics substantive, slow learner, student’s motivation, 12^th grade student

PENERAPAN FLIPPED LEARNING PADA MATERI SUBSTANSI GENETIKA UNTUK MENGATASI KESULITAN SISWA YANG LAMBAT BELAJAR

Tujuan penelitian ini adalah mengkaji penerapan flipped classroom pada materi Substansi Genetika di SMAN 1 Sindangkerta tahun pelajaran 2011/2012. Satu kelas (40 siswa kelas XII IPA) dilibatkan dalam penelitian. Data dikumpulkan dengan menggunakan tes dan angket motivasi. Hasil analisis data melalui statistik deskriptif menunjukkan bahwa hasil belajar siswa tergolong kategori baik (dengan nilai rata-rata 79,85) dimana 87,5 % siswa mencapai Kriteria Ketuntasan Minimal (KKM = 70) dan motivasi belajar siswa tergolong kategori baik juga (3,10). Hasil studi ini menunjukkan bahwa penerapan flipped classroom dapat mengatasi kesulitan siswa yang lambat belajar. Disarankan agar guru menggunakan video atau animasi yang berbahasa Indonesia untuk lebih mempermudah siswa dalam memahami konsep-konsep abstrak bahkan lebih baik jika guru membuat video pembelajaran sendiri sesuai karakteristik siswanya.

Kata kunci: flipped classroom, substansi genetika, hasil belajar, motivasi siswa, siswa kelas XII

1.       Pendahuluan

Mengajar di kelas dengan siswa yang heterogen dalam kemampuan berpikir menjadi tantangan tersendiri, khususnya ketika menghadapi siswa yang lambat belajar (slow learner) (Borah, 2013).  Shaw (2010) memaparkan bahwa anak slow learner sedikit berbeda dengan anak normal tapi saat di sekolah mereka lambat dalam memahami materi pelajaran. Mereka sulit memahami hal-hal yang abstrak juga mengalami kesulitan saat harus mentransfer atau menerapkan konsep yang diajarkan ke dalam situasi baru. Selain itu mereka mengalami hambatan dalam mengatur waktu belajar, sehingga seringkali terlambat dalam menyelesaikan tugas. Malik, Rehman, dan Hanif (2012) menambahkan hasil ulangan harian slow learner lebih rendah dari rata-rata yang biasanya mampu dicapai oleh teman-teman sebayanya.

Konsep substansi genetika merupakan salah satu konsep yang bersifat kompleks dan rumit. Hal ini dikarenakan materi tersebut berisi tentang kromosom, DNA dan RNA yang berukuran ultramikroskopik. Siswa slow learner memerlukan waktu yang lebih banyak untuk dapat memahami proses-proses yang terjadi. Untuk mengatasi permasalahan tersebut maka dapat diterapkan model flipped classroom.

Menurut Educause (2012) flipped classroom merupakan suatu model pedagogik dimana waktu pelaksanaan kegiatan tatap muka di kelas dan pengerjaan tugas dibalik. Video singkat tentang materi pelajaran disimak oleh siswa di rumah sebelum mereka mengikuti kegiatan pembelajaran di kelas. Pembelajaran di kelas dikhususkan untuk mengerjakan tugas-tugas berupa latihan, simulasi, proyek atau diskusi. Penggunaan video pelajaran menjadi karakteristik dalam flipped approach. Herreid dan Schiller (2013) memaparkan bahwa flipped approach dianggap menarik karena melibatkan penggunaan internet termasuk video dan audio yang dinarasikan oleh tokoh-tokoh yang berkompeten. Video ini dapat dibuat sendiri oleh guru kemudian diunggah secara online atau guru dapat memilih video yang sudah ada di channel Youtube.

2.      Metode Penelitian

Subjek penelitian ini adalah satu kelas XII IPA SMAN 1 Sindangkerta tahun ajaran 2011/2012 sebanyak 40 orang siswa. Subjek penelitian ini dipilih berdasarkan hasil rata-rata ulangan harian pada tahun 2011 di SMAN 1 Sindangkerta sebesar 73,60 dan yang lulus KKM hanya 62,50% (KKM = 70).

Sebelum kegiatan pembelajaran siswa diminta untuk menyimak video animasi Substansi Genetika di Youtube Channel yang sudah ditentukan guru. Bagi siswa yang tidak memiliki akses internet di rumahnya, guru memberikan soft copy video tersebut agar siswa dapat melihatnya secara offline di rumah.  Durasi video tersebut tidak lebih dari 20 menit. Saat tatap muka di kelas siswa diberi kesempatan untuk mengajukan pertanyaan mengenai konsep-konsep yang telah dipelajari di rumah dan mendiskusikannya di kelas dengan bimbingan guru. Kemudian guru memberikan latihan soal untuk memperdalam pemahaman siswa.

Dalam penelitian ini digunakan beberapa teknik pengumpulan data penelitian, yaitu: (1) hasil belajar siswa dikumpulkan menggunakan tes objektif (post-test), dan (2) motivasi belajar siswa dikumpulkan dengan teknik pemberian angket. Data yang dikumpulkan dalam penelitian ini dianalisis menggunakan statistik deskriptif.

3.      Hasil dan Pembahasan

Berikut merupakan hasil analisis statistika deskriptif untuk ketuntasan hasil belajar.

Tabel 1. Ketuntasan Hasil Belajar

Keterangan	% Ketuntasan (KKM = 70)		Nilai Rata-Rata
	Tuntas	Tidak Tuntas
Hasil belajar siswa	87,50	13,50	79,85

Selanjutnya angket motivasi siswa dianalisis dan ditampilkan dalam tabel di bawah ini.

Tabel 2. Rekapitulasi Skor Angket Motivasi Belajar Siswa

Rata-rata skor				Rata-rata skor keseluruhan
Attention	Relevance	Confidence	Satisfaction
3.25	3,09	2,96	3,10	3,10

Berdasarkan Tabel. 1 diketahui bahwa hasil belajar siswa pada materi substansi genetika menunjukkan hasil yang memuaskan yaitu rata-ratanya 79,85 dengan tingkat ketuntasan mencapai 87,50%. Hal ini dapat dikatakan bahwa hasil tersebut tergolong kategori baik (Arikunto, 2010). Hasil ini lebih baik dari tahun sebelumnya  dengan rata-rata ulangan harian pada tahun 2011 di SMAN 1 Sindangkerta adalah 73,60 dan yang lulus KKM sebanyak 62,50%.

Materi Substansi Genetika dapat dikatakan tergolong rumit dan kompleks. Bahkan dapat dikatakan bersifat abstrak akibat ukurannya yang ultramikroskopis. Materi ini bersifat abstrak sehingga diperlukan penggambaran objek secara visual.

Media animasi hampir serupa dengan media gambar karena sama-sama bersifat media visual. Pada penelitian sebelumnya yang dilakukan O’Day (2006), penayangan animasi dilakukan secara personal yang diakses melalui situs internet sehingga siswa dapat menyimak secara lebih jelas dengan pemberian kontrol waktu penayangan. Ternyata hasilnya menunjukkan kelompok siswa yang menyimak animasi dengan waktu yang lebih lama mendapatkan nilai test yang lebih tinggi.

Penerapan flipped classroom memberikan keleluasaan kepada siswa untuk melakukan pembelajaran secara mandiri sehingga slow learners memiliki waktu yang lebih banyak untuk mengulang video pembelajaran sampai mereka lebih memahami konsep-konsep yang disajikan. Sebaliknya, pada kelas tradisional siswa berusaha sangat keras untuk memahami penjelasan yang disampaikan guru. Mereka jarang dapat meminta guru berhenti dan meminta guru untuk mengulangi penjelasannya. Apalagi slow learner cenderung tidak percaya diri ketika mengungkapkan ide (Reddy, Ramar, dan Kusuma, 2006 dalam Purwaningtyas, 2014).

Kegiatan tatap muka dengan guru yang diisi dengan pengerjaan tugas, diskusi kelas untuk pendalaman materi memberikan pandangan yang lebih baik kepada guru agar lebih mengenali gaya belajar siswanya. Penggunaan waktu belajar di kelas pun menjadi lebih efektif dan lebih kreatif (Herreid dan Schiller, 2013).

Melalui pembelajaran menggunakan media animasi, siswa belajar dengan menggunakan indera pendengaran dan penglihatan sekaligus dan memperhatikan suatu proses yang bergerak (simulasi proses) sehingga lebih mudah untuk memahami materi. Mayer (dalam O’Day, 2006) telah membuktikan bahwa siswa belajar lebih efektif bila ada penggabungan antara kata-kata dengan gambar secara audio-visual (efek multimedia) daripada hanya sekedar teks bacaan bahkan yang dilengkapi gambar (efek kedekatan spasial).  Hal ini dapat terjadi karena banyak organ sensori siswa yang aktif terlibat (Sugapriya dan Ramachandran, 2011)

Untuk dapat menjamin hasil belajar yang baik, siswa harus mempunyai perhatian terhadap bahan yang dipelajarinya. Karena itu, perlu diusahakan bahan ajar selalu menarik perhatian (Slameto, 2003). Jika siswa sudah merasa tertarik akan sesuatu, maka akan timbul minat siswa untuk mengkaji materi ajar yang diekspresikan melalui suatu pernyataan yang menunjukkan siswa lebih menyukai sesuatu hal daripada hal lainnya (Hamalik, 2007).

Hasil yang didapat dari pengisian angket yaitu seluruh siswa mencapai kategori motivasi belajar yang baik dengan rata-rata skor keseluruhan 3,10 dari skor maksimal 4,00 (Tabel. 2). Ditinjau dari aspek motivasi ARCS (Attention, Relevance, Confidence and Satisfaction) menurut Keller (2006), secara umum seluruh aspek meraih kategori yang baik dengan rata-rata skor keseluruhan 3,25 untuk perhatian (attention), 3,09 untuk relevansi (relevance), 2,96 untuk percaya diri (confidence) dan 3,10 untuk aspek kepuasan (satisfaction) (Tabel 2). Ini berarti penggunaan media animasi dalam pembelajaran dapat membuat motivasi belajar siswa tinggi. Media animasi memang memiliki keunikan tersendiri dalam segi tampilan ditambah lagi dengan penayangannya secara audio visual.

Menurut Sanaky (2011) melalui sifatnya yang audio visual, sehingga memiliki daya tarik tersendiri dan dapat menjadi pemicu atau memotivasi siswa untuk belajar. Berikut ini pembahasan lebih rinci mengenai rekapitulasi hasil perolehan skor untuk masing-masing aspek motivasi belajar dan pembahasan faktor-faktor yang mempengaruhinya.

Hasil pengisian angket untuk pernyataan aspek perhatian menunjukkan kategori baik. Hal ini semakin menguatkan bahwa penggunaan media animasi sebagai media audio-visual dalam pembelajaran dapat memunculkan perhatian siswa selama pembelajaran berlangsung. Livie dan Lentz (1982) (dalam Sanaky, 2011) mengemukakan salah satu dari empat fungsi media pembelajaran khususnya media visual adalah fungsi perhatian.

Fungsi perhatian berarti media visual merupakan inti, menarik dan mengarahkan perhatian pembelajar untuk berkonsentrasi kepada isi pelajaran yang berkaitan dengan makna visual yang ditampilkan atau menyertai teks materi pelajaran. Menurut Keller (2000), untuk tetap mempertahankan perhatian siswa perlu dibuat suatu upaya tertentu yang merangsang keingintahuan siswa terhadap hal tersebut. Menggunakan media animasi dalam pembelajaran dapat dijadikan salah satu strategi yang baik untuk meningkatkan perhatian siswa bila dilihat dari hasil yang didapat melalui pembelajaran yang telah dilakukan.

Hasil pengisian angket untuk pernyataan aspek relevansi menunjukkan kategori baik. Hasil ini menunjukkan bahwa secara keseluruhan siswa yakin bahwa pembelajaran ini memiliki kesesuaian dengan kebutuhan siswa sehingga siswa termotivasi untuk mengikuti pembelajaran. Menurut Keller (2000) walaupun rasa ingin tahu telah terbangun, motivasi belajar akan berkurang apabila isi dari pembelajaran tidak bernilai atau tidak sesuai dengan kebutuhan siswa.

Hasil angket menyatakan bahwa terdapat kata-kata yang tidak dimengerti selama kegiatan pembelajaran dilaksanakan. Hal tersebut berkaitan dengan penggunaan Bahasa Inggris dalam media animasi yang digunakan.

Sejumlah siswa yang mengisi bagian essay pada angket motivasi belajar menyatakan kekurangan dari media animasi yang digunakan adalah bahasanya yang menggunakan bahasa Inggris serta tidak dilengkapi subtitle dalam bahasa Indonesia. Keterkaitan antara media pembelajaran dengan tujuan, materi, metode dan kondisi pembelajar, harus menjadi perhatian dan pertimbangan pengajar untuk memilih dan menggunakan media dalam proses pembelajaran di kelas, sehingga media yang digunakan lebih efektif dan efisien untuk mencapai tujuan pembelajaran (Sanaky, 2011).

Pernyataan kategori percaya diri yang terdapat dalam angket motivasi memperoleh rata-rata skor siswa secara keseluruhan menunjukkan hasil yang paling rendah dibandingkan aspek yang lainnya. Namun dengan mayoritas siswa yang masih berada dalam kisaran kategori baik menunjukkan bahwa siswa memiliki percaya diri yang cukup tinggi untuk dapat mengikuti pembelajaran dengan baik dan mendapatkan hasil yang memuaskan. Menurut Keller (2000), rasa percaya diri akan menguatkan siswa untuk memiliki harapan yang positif dalam meraih kesuksesan.

Hasil pengisian angket untuk pernyataan aspek kepuasan menunjukkan kategori baik. Menggunakan media animasi dalam pembelajaran membuat siswa merasa puas dengan proses belajar yang dilakukannya. Siswa merasa nyaman dan menikmati pembelajaran ketika penyampaian materi dilakukan dengan menggunakan media animasi. Media animasi sebagai media audio-visual memiliki fungsi afektif yang dapat terlihat dari tingkat kenikmatan pembelajar ketika belajar. Gambar atau lambang visual akan dapat menggugah emosi dan sikap pembelajar (Sanaky, 2011).

4.      Kesimpulan dan Rekomendasi

Hasil studi ini menunjukkan bahwa penerapan flipped classroom dapat mengatasi kesulitan siswa yang lambat belajar dan mampu meningkatkan motivasi belajar siswa. Disarankan agar guru menggunakan video atau animasi yang berbahasa Indonesia untuk lebih mempermudah siswa dalam memahami konsep-konsep abstrak bahkan lebih baik jika guru membuat media pembelajaran sendiri sesuai karakteristik siswanya.

Daftar Pustaka

Arikunto, S. 2010. Dasar-dasar Evaluasi Pendidikan. Jakarta : Bumi Aksara.

Borah, R. R. (2013). Slow Learners: Role of Teachers and Guardians in Honing their Hidden Skills. Dalam International Journal of Educational Planning & Administration. [Online], Volume 3, Number 2, hal. 139-143. Tersedia: http://www.ripublication.com/ijepa/ijepav3n2_04.pdf   [5 Juli 2015)

Educause. (2012). Seven Things You Should Know About Flipped Classroom. [Online]. Tersedia: https://net.educause.edu/ir/library/pdf/eli7081.pdf  [28 Juni 2015]

Hamalik, O. (2007). Proses Belajar Mengajar. Jakarta: Bumi Aksara.

Herreid, C. F. dan Schiller, N. A. (2013). Case Studies and the Flipped Classroom. Dalam Journal of College Science Teaching. [Online], Vol. 42, No. 5., hal. 62-66. Tersedia: http://www.aacu.org/sites/default/files/files/PKAL_regional/CRWG-SPEE-REF-01.pdf [5 Juli 2015]

Keller, J. 2000. How to Integrate Learner Motivation Planning into Lesson Planning: The ARCS Model Approach. [Online]. Tersedia : http://www.arcsmodel.com. [9 September 2012].

Keller, J. 2006. What Is Motivational Design? [Online]. Tersedia: http://www.arcsmodel.com. [9 September 2012].

Malik, N. I., Rehman G., dan Hanif. R. (2012). Effect of Academic Interventions on the Developmental Skills of Slow Learners. Dalam Pakistan Journal of Psychological Research. [Online], Vol. 27, No. 1, hal. 135-151. Tersedia: http://search.proquest.com/pqrl/docview/1019967689/fulltextPDF/FA177B4B464C87PQ/3?accountid=158194 [28 Juni 2015]

O’Day, D. H. 2006. Animated Cell Biology: A Quick and Easy Method for Making Effective, High-Quality Teaching Animations. [online]. Tersedia: http://www.cellbiologyeducation.com. [12 Februari 2011].

Purwaningtyas, M. (2014). Strategi Pembelajaran Anak Lamban Belajar (Slow Learners) di Sekolah Inklusi SD Negeri Giwangan Yogyakarta. [Online]. Tersedia: http://eprints.uny.ac.id/14353/1/SKRIPSI.pdf  [28 Juni 2015]

Sanaky, H.A.H. 2011. Media Pembelajaran. Yogyakarta : Kaukaba.

Shaw, R. S. (2010). Rescuing Students From the Slow Learner Trap. Dalam Principal Leadership. [Online], Februari 2010, hal. 12-16. Tersedia: http://www.nasponline.org/resources/principals/Slow_Learners_Feb10_NASSP.pdf [6 Juli 2015]

Slameto. (2003). Belajar dan Faktor-faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.

Sugapriya, G. dan Ramachandran, C. (2011). Assessing Visual Memory in Slow Learners by Teaching with Computer Animated Models. Dalam International Journal of Biological and Medical Research. [Online], Vol. 2(4), hal. 946 – 949. Tersedia: www.biomedscidirect.com  [28 Juni 2015]

Active, Creative, Effective, and Fun (PAKEM) Teaching and Learning through Contextual Teaching and Learning

Active, Creative, Effective, and Fun Teaching and Learning (PAKEM) has become a favorite in almost every workshop learning. Along with the shift of the paradigm of teacher-centered to student-centered, hence the need for creativity in creating an attractive learning so that students are stimulated active in learning. One approach that can be applied in order to realize PAKEM is Contextual Teaching and Learning (CTL).

In CTL, constructivism into the underlying philosophy of learning. Teachers should provide a ladder to the students to develop a specific concept. The stairs in this context is the condition of learning. Students are placed in a fun learning environment that can provide a great opportunity for them to explore the material. The knowledge gained through exploration and discovery will dwell long in the minds of students. To achieve the highest ladder, then the teacher should be the master motivator, to convey to them the things that must be obtained at the end of the lesson and of course do not forget to show how them how to achieve the highest ladder.

In other words, would be summarized, that the CTL was built by the eight main pillars:

• Making a meaningful connection;
• Doing meaningful work;
• Perform a self-regulated learning;
• Working closely;
• Think critically and creatively;
• Assisting individuals to develop;
• Achieving high standards;
• Using authentic assessment.

Here is an example of learning that applies to the concept of Natural Selection CTL in class IX
Interesting and Focusing Attention Students
In this learning phase contained CTL pillars:

• Making a meaningful connection;
• Assisting individuals to develop;

Activities Aperseption
The pillars of CTL that is applied in apersepsi activities, namely:Making a meaningful connection;

• Think critically and creatively;
• Assisting individuals to develop;
• Using authentic assessment.

Formulating Problems and Hypotheses

For students who are still not used to design a scientific activity, then the formulation of the problem may be filed by the teacher. At this stage, the pillars underlying CTL is:

• Making a meaningful connection;
• Assisting individuals to develop;

Explaining Practical Activities

Although prior to practical activities conducted by the students were asked to understand the steps that work will be done, but it is important to ensure that students perform the correct procedure. In other words, teachers have helped individuals to develop.

Practical Activities

Practical activities and discussion group / class is a means for students to explore their abilities as much as possible. Students are expected to:

• Making a meaningful connection;
• Doing meaningful work;
• Perform a self-regulated learning;
• Working closely;
• Think critically and creatively;
• Achieving high standards.

Teachers help individuals to develop and achieve high standards. To measure the ability of students who actually used authentic assessment of performance assessment.

In the last activity students are encouraged to make learning meaningful linkages with the conclusion. They are expected to achieve high standards after after attending a series of stages of learning.

Students Learning Capacity

A class VI student daughter who had just learn the material characteristics and Breeding Sentient Beings Development asked innocently to his father holding a science textbook "Daddy, what's that seminal fluid? Bu teacher said, if the boys had baligh, he could remove seminal fluid. I read in the book also said so. The father is confused to answer questions posed by his daughter. Then he answered. "The liquid semen discharge from the male genitalia." His daughter replied. "Oh, so that semen urine yes. If so does the baby boy already baligh, did he pee every day. "

An excerpt of dialogue will not happen if teachers prepare teaching materials properly. It was common knowledge that often teachers develop instructional materials have relied only on one book source. These conditions certainly a big opportunity to book publishers for reaping huge profits. Towards the new school year, the publisher of the book trying to persuade teachers to use books that were produced. This phenomenon commonly occurs even though the government officially has banned teachers to sell books to students at the school. But the teacher as the spearhead of teaching and learning remains to be the most reliable to determine the quality of the books of learning resources, so that later students are expected to buy textbooks recommended by teachers. Therefore, each trying to highlight the advantages publisher of the book, both in terms of completeness of the material covered in the book, as well as in terms of price.

For most teachers, the best textbooks for students are recommended to book the most complete coverage of the material. Not weird, textbooks selected as student handbook together with the source text book teaching held by teachers. Finally, the book became the sole source of consideration for teachers in developing teaching materials.

In fact, students should have its own grip textbooks appropriate to their cognitive abilities, not deliberately tailored to the cognitive abilities of the teacher. Therefore, before determining the appropriate textbooks for students, teachers should first recognize and consider the condition of their students, especially for the case of Class VI students will not recur.

Indeed, according to Piaget, the book Piaget's Cognitive-Stage Theory, children aged over 11 years are at the formal operational stage of cognitive development. Stages in which the child is able to operate the rules of formal logic that is not bound anymore by the objects that are concrete. However, be aware that these capabilities can not be generalized to all children.

So the full scope of learning resource materials in the book, it often even students' cognitive burden. As a result of learning is not to be a fun activity. For this reason, teachers are required to have the ability to process materials that are reliable for instructional materials can be easily understood by students.
Dr. Ari Widodo, education experts from UPI, argued that there are stages that needed to process materials. First, analyze the standard of competence and basic competencies and determine the indicators of learning. Second, analyzing the structure of matter from the textbook (the textbook should be used more than one). The analysis was performed to identify important concepts and levels of concepts ranging from the broadest to narrow its scope. Third, empirical studies done on prior knowledge (prior knowledge) students. Need to be understood that the student can not be analogous to the mind as a blank paper which can be written freely by teachers. Believe that students who are before teachers have had prior knowledge obtained by students as a result of previous learning. In this phase teachers gather information from students about the important concepts of teaching materials will be developed through the frequently asked questions or interviews. If the majority of students have had prior knowledge that the right through a concept, then the concept does not need to be reviewed in the teaching materials so that teachers can turn to the presentation of another concept. Pembelajaranpun time allocation can be more streamline and more focused to study the concepts more difficult. This stage should also be optimized by the teacher to recognize the stages of cognitive and language style of the students so that teachers do not develop teaching materials that are too difficult to understand. Fourth, develop teaching materials in the form of modules or student worksheets for use in learning activities.

The development of good teaching materials can not be done in a short time. However, this constraint can disiasati by preparing instructional materials at the beginning of a new school year. These teaching materials are prepared based on prior knowledge student assessment data for the same material in the previous school year, with the assumption that students in previous academic year have prior knowledge that is not much different from the students in the school year now. Hopefully it is useful.

The Importance of Giving Reward to Encourage Student Achievement

In the launch of his book Should It aired in one of the private television, President Yudhoyono expressed concern that the Indonesian people are stingy to give awards. This statement seems he has a point.
In an event report card distribution, interesting discussions took place between a guardian class with one of the parents. He expressed his happiness at the sight of his son's enthusiasm for learning has increased since his son was awarded a plaque as the winner of the highest values in daily tests for teaching science. In the discussion, he proposed that each teacher gives charter or awards of any kind to motivate all students to be even harder to learn. The proposal of parents is very interesting to look at as a form of parental care toward improving quality of learning to be implemented in classroom teaching.

The proposal thus may be a simple suggestion, because in passing a physical piece of paper does not mean anything. Even giving praise or rewards are often forgotten. However, if the paper contained an expression of pride and appreciation on the achievements of teachers by students and validated by the school, then a piece of paper will change its value in the eyes of students who received awards. The award may also be provided with notebooks, pencils, pens, and other reading books neatly wrapped. In this way students will be motivated to learn. Happiness was so upset to hear his name announced as the best student and received the award in front of his friends to another. And will possibly encourage other students to compete in learning.

It is normal for every human being has a desire to respect others. Abraham Maslow in his book Motivation and Personality (1954) classifies the need for recognition (esteem needs) as a psychological need that must be met. Meeting the need for the award will lead to the emergence of self-confidence. Someone who has the confidence that enough will be able to show his best and more productive.

In the world of education, the application of Maslow's theory is realized with the reward system (rewards) and punishment (punishment). Reward given to students who can demonstrate good performance in learning, while the punishment given to students who do not obey the rules. Both should be given proper and balanced. That is, when teachers find that there are students who violate the rules, then teachers need to provide sanctions for those students realize the mistake he had done and not repeat the same mistakes. However, if there are students who managed to do a good job, then the teachers do not hesitate to give praise in the form of verbal or written. Application of penalty (punishment) must be precise and very careful, because the form of punishment, both physical and through the words most likely received negatively by the students even though they know that his actions were wrong.
Awarded when doing a commendable action is the right of students. Therefore, do not have to worry praise will make the students become lazy or spoiled. Precisely proportioned with honors, students gain a more strengthening and energy to improve themselves. By doing so, indirectly increase will make teachers' authority in the eyes of students.

Giving praise is a form of extrinsic motivation that affect student learning. Motivation is believed to have a strategic role in one's learning activities. No one who learns without motivation. No motivation means no learning. Students who have the motivation to learn is always sure to complete any work performed. Each test given by the teachers are not faced with the restless anxiety, but faced with calm and confidence.

The moment when the teacher assess the tasks can be an opportunity for teachers to provide feedback in the form of comments to the student building. It is expected that students can improve and continue to improve its performance in learning. This activity can also be a vehicle to facilitate communication between teachers and all students who have been the factor of learning problems that occur in large classes (classes with student numbers more than 30 people). By giving corrections or comments to the task, students learn how teachers pay attention in class so that there arose a sense of fun learning with the teacher. If teachers manage to stimulate the emergence of self-motivation in students, then teachers will indirectly increase the interest of student learning against the lesson diampunya. Thus, students will be happy to learn that lesson. In the end the reward and punishment are expected to shape the personality of students who excel both intellectually and emotionally.

Memory at 9th Life Science Symposium, Anglo-Chinese School (Independent), Singapore

In Curriculum Content Standards Science 2006 (MONE, 2006) stated that science education in junior high schools are directed to do so can help students to gain a deeper understanding about the nature around. Science learning is emphasized in the learning experience directly through the use and development of scientific process skills.

Cain and Evans (Rustaman et al., 2003) tells us that science (IPA) has four dimensions, ie the process or method, content or products, attitudes, and technology. Science as a process or method means that science is a process or scientific method to gain knowledge.

Today, students who have learned the concepts of science should be encouraged to use and apply in their daily lives, for example, to produce technologies and explain phenomena / natural events encountered. Students need to be trained to produce the technology, creativity and innovation that benefit society. Thus science is not only understood as a unity of concepts or principles. Hoolbrool (Poedjiadi, 2005) argued that science should not only be viewed as pure science but as a subject that can be applied.

Therefore, it is required an effort to develop students' creativity in producing the technology, where students are challenged to create a useful product from a variety of simple items that are easy to obtain from the environment. One container was deemed appropriate to include products created by students in a competition.

By following the competition students gain many benefits. In addition to publicize the creation of products to the audience, students can also measure the extent to which the benefits of product creation for society. Students can immediately find out the public a direct response to the product.

One of the competition proper for students to measure the quality and product innovation homemade 9th Life Sciences Symposium is organized by an educational institution in Singapore, namely Anglo-Chinese School (Independent) from 27th February 2010-4 March 2010. The race is held regularly once a year and attended by students from various countries around the world. Students who follow this competition were challenged to design an experiment using food and kitchen equipment to demonstrate scientific principles with an innovative way. Therefore, this activity needs to be appreciated because it is a golden opportunity for Indonesian students to learn about a wide range of science products produced by the scientists in the world so they can participate in creating a better world. In addition, our long-term goal of this competition is to open up opportunities for all students SMPN 2 Cimahi to obtain scholarships for study in Anglo-Chinese School (ACS) next year.

Reportedly to school participants of the competition, the ACS will invite the students in these schools to follow the ACS entry selection tests in the following year. So, with our participation in this year we hope next year (2011) IX class students at our school to strive to obtain a scholarship to continue his education at the ACS (the high school level).

SMPN 2 Cimahi is the only school for the first of Cimahi the opportunity to participate in this exciting science competition. For that it would need to thank as many dihaturkan to Mr Mayor Cimahi (Ir. H. Itoch Tochija, MM) and Head of Education Department Cimahi (Drs. Djoko Santoso, MM) and their staffs who have provided support.

The team of SMPN 2 Cimahi of four students (Rahmi Rahmania, Nafisa Hidayatul Mahmudah, Rani Ida Sugatri, and Melinda Ayu Adzani) assisted by two teachers supervising (Gita Nurul Puspita, M. Pd. And Amalia Rahisadewi, S. Pd.) . The themes presented in the form of cutter based mini MACHINE from kitchen equipment such as pans and pots which flattened the former then cut zigzag so that the edges are sharp. To move the machine used dynamo associated with the two batteries as an energy source. We deliberately took up this issue due to several reasons. First, it is usually used equipment that is damaged tend not to be used and discarded. Second, to reduce kitchen waste. Third, this machine can be used for cutting various objects, such as paper, vegetables, fruits, plastic, rubber, and others. In other words we want to create an instrument of and for the purposes of the kitchen.

On Friday night (February 26, 2010) we flew from Soekarno-Hatta using Lion Air. Arrive at Changi at approximately 23:50 local time, we immediately picked up by teachers of Anglo-Chinese School (ACS), Mr. R. Devendran and Mr. See Boon Tiam. I had a conversation with Mr. Devendran. From her posture, you can bet he is a Singaporean Tamil ancestry. His figure is friendly enough, it turns out he is a professor in the Department of Physics ACS. I pointed out that this is the first time we followed the competitions held at ACS, so we still have a lot to ask. Then he delivered this year's team competition followed by 27 participants from six countries, namely Indonesia, Malaysia, Vietnam, China, India, and Mexico. This year there are no participants from New Zealand.

We do not directly transfer to hotel. We welcome istrirahat moment at Changi while awaiting the arrival of the delegation from Mexico. Fifteen minutes later, the Mexican delegation, represented by CAROL Baur AZTLAN Colegio, Colegio CAROL Baur (both are the equivalent of junior high school in Indonesia) and Colegio CAROL ARDILLAS Baur (level with SD) arrives, all totaling 12 students with three teachers supervising. We were stunned for a moment as if to meet with telenovela actress (:-D). Olavarrieta Sandra Maldonado, Ana Laura Rivero Borrel and Sandra Maldonado Baur friendly hello to us and shook our hands tightly while still looking streaks aircraft fatigue after traveling for 24 hours.

By using a bus provided by the ACS we delivered to the inn, the Hotel Royal at Newton Road. During the trip several Mexican students ask why some of us were using cloth covering the head and others do not. It appears they were amazed with our worn hijab but confused because not all of our students wear them. Then my colleague explained that not all Indonesian women veiled.

Sex Education for Children

Appointment of the famous lawyer Hotman Paris Hutapea as attorney Cut Tari making pornographic videos of suspected cases is played by Ariel, Luna Maya and Cut Tari kept rolling until hot and who knows when to end. This case very interesting people and have a major impact for the children who idolize the them.

We know that more and more Indonesian children who abuse, rape and sexually victimized as case. Chairman KPAI Hadi Supeno revealed from the date of June 14 to June 23 KPAI received 33 reports of children being raped between the ages of 4-12 years. The perpetrators are aged 16-18 years, admitted before the rape, they watch videos Ariel. All the players who caught the police claimed aroused after watching sex shows Ariel (www.kpai.go.id). We as a society can only hope that the perpetrators and dispersers porn video arrested and sentenced to punishments as severe as for the deterrent effect and become a learning society.

These events inevitably raises a series of questions. What about the future of Indonesia's young generation? Why they can easily be provoked by viewing porn? Should sex education be given to children?

National Education Minister Mohammad Nuh told in Antara (www.antaranews.com) expressed disapproval with the wishes of some parties to be given sex education in schools to students associated with the rampant circulation of pornographic films allegedly made by a number of artists. In his view, sex education does not need to be one in the school curriculum because sex can grow and emerge naturally without having to be taught.

You may agree or differ with his views. But that can not be denied, adolescence is a time where someone has a great curiosity about sex. In Indonesia, the word sex into the most popular word searched through Google's search engine information. Because there are many people who consider sex a taboo to talk about the children, the children took the initiative to find out for himself through various sources of information often mistaken to fulfill a sense of curiosity. As a result, if not get the proper information about sex they will be affected by the myths that are not really about sex.

The survey results National Family Planning Coordinating Board (BKKBN) shows that more than 60 percent of teens in Indonesia have premarital sex. The figures are quite alarming in the country upholding moral values and consider taboo in discussing sex. Thus, presumably to be considered for sex education given to children by the competent authorities such as parents, teachers and health practitioners.

Sex Education by Parents
Why parents are placed in the first place as the party most responsible for providing sex education to children? Parents are teachers first and foremost for the child. Prof. Dr. Nuryani Rustaman, Professor from Education University of Indonesia, called on parents should provide sex education since young children, since children can recognize her genitals.

The rise of violence and sexual abuse to minors was possible because of lack of knowledge of the child to maintain his sex organs of the reach of others. At the age of children under five was introduced to various body organs including the penis and vagina. These organs must be kept clean and treated with an example to the children how to maintain it. Then explain differences in genitalia held the opposite sex. Tell children not to show off his sexual organs in public and emphasized that children should not let the sex organ is touched by someone other than their parents. When that happens, tell him to scream bloody murder and reported in the elderly.

When the boy had dared to ask critical questions, eg about the origin of babies, the elderly living in a simple answer that babies come from seeds given to the mother's father. My father gave the seed through the penis into the vagina mom. This is called sexual intercourse and should only be done by the couple.

As a child growing mindset before puberty baligh, great time for parents to introduce menstruation (periods), wet dreams and physical and emotional changes in children when puberty. Parents can explain that the girls are having periods that are marked with blood from the vaginal discharge that is accompanied by changes in body shape and growth of breast and tiny hairs in certain places. Whereas in boys during puberty is marked by a thick discharge from the penis, called seminal fluid. Appears Adam's apple and the fine hairs in a particular place accompanied also changes the sound. At this age, most children feel confused, shy and not confident with the changes themselves. That's why parents play a major role to soothe and provide the appropriate knowledge-knowledge. Also inform the child that if she had reached puberty, then he is the biological father or mother can be. Therefore he should be more careful about their sexual organs in a responsible manner. Encourage the child to discuss the result of promiscuity and sexual diseases that may occur if the child is not responsible with their sexual organs. Explain the religious sanctions and social sanctions that are given when someone is pregnant out of wedlock, get married because 'accidents', abortion or sexually transmitted diseases and even deadly.

Sex Education in Schools

With the commencement of sex education from an early age by parents, the teachers at the school residence provides important emphases according to the applicable curriculum. The government does not need to create new curricula to respond to requests from various circles who want sex education given at school because of actual sex education can be delivered in the learning of biology in particular material on the human reproductive system. Curriculum in Indonesia which is a spiral, allowing the material learned in elementary school are dealt with in more depth in the secondary school level so that the learning materials and top Human Reproductive System runs continuously.

Teachers do not need to be ashamed or embarrassed to invite students to discuss in class, instead of teachers should be able to take advantage of this opportunity for students to obtain a correct knowledge of appropriate sources. Encourage students to dig up information on the structure and function of reproductive organs, since organ function must be related to the structure. Such a learning strategy to avoid the students to simply memorize the will but make the students understand and interpret the material being studied. Ask students to suggest how the treatment of reproductive organ that is essential for their future survival. Involve students in collaborative or cooperative learning activities in order to assess the reproductive health especially with regard to sexually transmitted diseases and pregnancy outside of marriage. Sensitivity of students to the actual phenomena in society can be sharpened by raising issues such as the influence of circulating hot videos / movies porn, abortion, violence and sexual harassment. From this, it not only can enhance students 'mastery of concepts, but also able to develop students' critical thinking skills which is one type of higher-order thinking skills.