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The Effectiveness of Physics Interactive Modules Based on Problem Solving

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 Sintya Novebrini, Milya Sari, Media Roza; The Effectiveness of Physics…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

The Effectiveness of Physics Interactive Modules Based on

Problem Solving Models with SETS (Science Environment
Technology society) insight in developing students' scientific
literacy.

Sintya Novebrini
Universitas Islam Negeri Imam Bonjol
Padang, Indonesia
E-mail: sintyanovebrini@gmail.com
Milya Sari
Universitas Islam Negeri Imam Bonjol
Padang, Indonesia
E-mail: milyasari@uinib.ac.id
Media Roza
Universitas Islam Negeri Imam Bonjol
Padang, Indonesia
E-mail: mediaroza@uinib.ac.id
Abstract: The purpose of this research was to see the
effectiveness of the use of interactive physics modules based on
problem solving models with SETS insight in developing
students' scientific literacy. Science literacy was observed in
aspects of scientific competence and scientific knowledge. The
study used a descriptive method with respondents in class XI
students of SMAN 9 Padang. The instrument used was a
questionnaire with a Likert scale. Data were analyzed with
descriptive statistics. The results showed an interactive physics
module based on problem solving models with SETS insight
effectively developed the scientific literacy skills of students.
Scientific competence which includes aspects of the ability to
explain phenomena scientifically with an achievement of
93.07%, the ability to design and evaluate scientific
investigations at 87.97%, the ability to interpret data and facts in
a scientific manner 94.22%. Scientific knowledge includes
aspects of scientific knowledge with 92.22% achievements and
reasoning knowledge aspects with 89.97% achievements. The
interactive physics module based on problem solving models
with SETS insight could be used by teachers to develop students'
scientific literacy.

Keywords: Interactive Modules, Problem solving, SETS, Scientific literacy

INTRODUCTION and scientific literacy. Hasana (2017) stated

Technological advances influenced the
development of the curriculum in the 21st
century. According to Oktaviani et al (2017)
technological advances in the 21st century
had encouraged more interesting and effective
learning approaches. Johnson (2009) stated
that adopting a 21st-century curriculum
should also incorporate knowledge, thought,
skill innovation, media, Information and
Communication Technology (ICT) literacy,
and real-life experiences in context of core
subjects Academic.
The Indonesian government changed
the curriculum to achieve 21st century skills
the 21st century was characterized by the
current globalization, resulting in intense
competition that requires knowledge and
skills to be able to compete. Ball (2016) also
expresses knowledge and skills in learning
and innovation (e.g. creativity, critical
thinking, collaboration); Information, and
technology must be owned to compete in the
global era. Sari (2012) also said the demands
of the globalization era that must be answered
by the world of education was the Global
competition. One of them was an interactive
learning method, duly directed on how to
form a relationship that was interactive,
dialogical and open in the learning process
and scientific literacy skills.

220
 Sintya Novebrini, Milya Sari, Media Roza; The Effectiveness of Physics…
Scientific literacy becomes very
important to students as a provision to face
the challenges of the 21st century. Treacy et
al., (2010) suggests that scientific literacy was
directly correlated to building a new
generation of strong scientific thinking and
attitudes that could effectively communicate
knowledge and research results to public. A
person with scientific literacy was a person
who uses the concept of science, had the skills
of a science process to assess in making daily
decisions when dealing with others, the
community and his environment.
Scientific literacy skill having by
students was useful for creating quality
education. High-quality scientific literacy was
related to the reasoning ability and
communication skills, where each individual
student was able to define the problems
surrounding them, hypothesize, experiment,
and make conclusions (DeBoer. 2000);
(Herlanti et al. 2012). One of the subjects that
make up scientific literacy was physics.
Physics was one of the branches of
natural science that underlies the development
of advanced technology and the concept of
living harmoniously with nature. Physics
learning must contain facts, concepts and
procedures that we will teach to students. The
nature of physics was as a product of
knowledge, physics as a scientific attitude,
and physics as a process of demonstrating
knowledge (Santoso, 2014). The learning
process of physics in 2013 curriculum for all
levels was implemented using scientific
approach. Learning with scientific approach
using a 5M (observing, examining, reasoning,
associating or analyzing and communicating
(Ghaliyah et al., 2015:149).
The quality of Indonesian education
which was used from the various scientific
literacy research showed that the natural
science learning process at school had not
been good mostly. As it was discovered by
Monk (2018) that some factors which
influenced the low learning outcomes was the
natural science teaching material was not
optimal. The research conducted by Millers
(Hobson, 2008) Expresses scientific literacy
was very low globally.
221
Research results of the Programme for
International Students Assesment (PWASA)
with a focus of competency of science,
indicating that the ability of scientific literacy
in Indonesia was still relatively low. The
report of the results of PWASA for the
scientific literacy of Indonesian students from
2000 to 2009, always ranked top 10 from
below. In 2000 Indonesia was ranked at 38
from 41 countries, 2003 commemorates to 38
from 40 countries, 2006 ranked 50 from 57
countries, and year 2009 ranked 60 from 65
countries. The results of the PWASA test in
2013 Indonesia ranked 64 from 65 countries.
The results showed that the ability of
Indonesian students to literacy on science and
technology was still very lacking.
Some factors that caused low
scientific literacy skills were the learning
process and learning resources that had not
emphasized students to be more active. Lack
of teaching materials that could shape
scientific literacy skills to low. Then this was
in line with Puspitasari Research (2015) The
lack of scientific literacy skills in Indonesia
was influenced by the limited learning media
that supports the success of science learning.
The teaching materials found were more
focused only on the material, less contextual
and tend to be monotonous and lack of
scientific knowledge in solving problems of
teaching materials.
The student package book provided by
the school had not only been limited but also
had not yet led to the students' scientific
literacy. Kurdiantoro (2014) stated the
limitations of the outstanding teaching
materials, which had not supported
proportionally all aspects of scientific
literacy, making each student difficult to
understand the individual lessons of physics.
Parmen (2012) also stated that the developed
teaching materials must relate between facts
and concepts and learning procedures.
Teaching materials that could train students '
scientific literacy by selecting teaching
materials based on scientific learning steps.
One of the recommended scientific
studies of the 2013 curriculum was the model
of learning problem solving. Model Learning
222 International Conference on Islamic Education ICIE 2019
Problem Solving was a model of learning that
carries the theory of constructivism.
Permanasari (2010) suggests that integrated
contextual learning was a learning problem
solving. (2014), stating that learning with a
problem-based learning model solving a high
impact on improving scientific literacy in
NATURAL SCIENCE learning. Toharudin
(2011) stated that Learning with the model
problem solving built students ' scientific
literacy. Fosnot (2005) and (Brooks and
Brooks 1999) stated that learning with the
problem solving model was consistent with
the widely used constructivist learning theory
as the basis for education programs for
educators, forming students or build up their
knowledge through interaction with their
environment.
Students' scientific literacy skills were
required to be able to analyze and solve
problems related to life and the environment,
thus being simplified with the insight of
SETS (Science Environment Technology
Society). SETS was one of the approaches
that emphasized science relationships with the
environment, technology and society.
According to Supriyono in Yulistiana (2015)
SETS approach could increase the activity
and motivation of students to learn. The
Subratha (2004) also added that STM learning
was effective in enhancing students' scientific
literacy.
Many teaching materials had been
made as problem-based solving and SETS-
based in the form of e-books. Products
existing, still separates the development of
problem solving with SETS. Research on
Rahmawati et al (2015) natural science
integrated books based on problem solving
and scientific literacy. Handayani (2018)
SETS-based Physics module development to
improve scientific literacy skills. From the
existing research, nothing combined the two
in an interactive module teaching material.
Researchers developed the teaching
materials of SETS problem solving interactive
model. According to Prastowo (2015)
interactive teaching materials were teaching
materials that combine multiple learning
media (audio, video, text, or graphics) that
were interactive.
Suprawoto (2009) also stated that
interactive teaching materials were means,
methods, students ' objectives based on basic
competencies or competency achievement
indicators that gave students chance to test
themselves through exercises that Presented
in an interactive module.
Based on the explanation above,
researchers aim to see the effectiveness of the
use of interactive modules based on physics
solving model problem with developing
scientific literacy. Scientific literacy was
observed in the competency aspects of
science and science knowledge of grade XI
students at SMAN 9 Padang
METHOD
The method used in the research was
quantitative descriptive. That was research
aims to illustrate the ability of students'
scientific literacy after using an interactive
module based on the physics solving model
problem. The respondent was a student of
class XI SMAN 9 Padang.
This research instrument was a poll.
This poll contains 2 aspects of scientific
literacy namely science competencies that
include: the ability to explain the
phenomenon based on scientific approach, the
ability to design and evaluate scientific
investigation, the ability to interpret data and
facts scientific and knowledge of science
covered: identifying materials, the ability of
knowledge of science and reasoning in
science. How to analyze the data was done
with the steps i.e. providing a score for each
item, the answer strongly agrees (4), Concur
(3), disagrees (2), and strongly agrees (1).
The total score for the entire indicator was
used with the formula:
𝑓
𝐸= × 100%
𝑁
Description:
E = Final value of effectiveness
F = Score Accrual
N = Maximum Score
 Sintya Novebrini, Milya Sari, Media Roza; The Effectiveness of Physics… 223

RESULT AND DISSCUSSION Kurnia et al (2014) had also developed

the physics teaching material of high school
Based on the results of this study it scientific literacy, it was found that scientific
was obtained that student scientific literacy literacy category showed an average
data as shown in table 1. percentage occurrence of 59.62% for
scientific literacy category as core of
Table 1. Scientific literacy knowledge, 33.57% for category Scientific
literacy as a way to investigate, 5.73% for
Aspects Indicators %
Scientific Ability to explain 93.07 scientific literacy categories as a way of
Competency scientific thinking, and 1.08% for the category of
phenomenon science interaction and technology with
Ability to design and 87.97 society. Rahmawati et al (2015) develops an
evaluate scientific integrated problem-solving-based natural
investigation
Ability to interpret 94.22 science book and scientific literacy for grade
data and facts based VII students of junior high school. Giving
on scientifically results that the developed natural science
Scientific Scientific Knowledge 92.22 book ‎ had valid criteria and very practical to
Knowledge Reasoning 89.97 use for students
Knowledge
Average 90.52
CONCLUSION AND
RECOMMENDATION
Table 1. Scientific literacy illustrated
the competence of science and scientific The conclusion of this study was the
knowledge. Scientific competence in the scientific literacy skills of SMAN 9 Padang
ability explained the scientific phenomenon students in a very effective category of the
by 93.07%, the ability to design and evaluate competency aspect scientific which includes
scientific investigation by 87.97%, and to the ability to explain the scientific
interpret the data and facts Scientifically by phenomenon 93.07%, the ability to design
94.22%. Scientific knowledge of science and evaluating the scientific investigation by
knowledge and reasoning knowledge gained a 87.97%, the ability to interpret scientific data
flat score of 91.1%. The results of scientific and facts 94.22%, and scientific knowledge
literacy obtained the effectiveness value with 91.1%. So the effectiveness of the use of
an average of 92.02%. interactive modules based on SETS problem
solving model toward scientific literacy was
The category of effectiveness in very effective in studying physics.
accordance with the criteria Riduwan (2010)
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Ball.‎ (2016).‎ “Exploring‎ 21st‎ Century‎ Skills‎
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Brooks. (1999). In search of understanding:
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ASCD.
DeBoer,‎George‎E.‎2000.‎“Scientific‎literacy:‎
Another look at its historical and
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contemporary meanings and its Milya Sari. (2012). Usaha Mengatasi

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Teaching 37(6): 582–601. Monk.‎ (2018).‎ “Use‎ of‎ a‎ Scaffolded‎ Case‎
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Nuning Wulandari. 2017. Nieeveen, (2013). Educational Design
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 Sriwardona, Mita Fitria, Salman, Suaibatul Aslamiyah, Yulda Dina Septiana; Model of Islamic…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

Model of Islamic Education Based on Local Culture in

Overcoming Radical Behavior

Sriwardona *) Abstract: The local culture in West Pasaman consists of three

Sekolah Tinggi Agama Islam YAPTIP
Pasaman Barat, Indonesia
E-mail: sriwardona@gmail.com
Mita Fitria
Sekolah Tinggi Agama Islam YAPTIP
Pasaman Barat, Indonesia
E-mail: mitafitria@gmail.com
Salman
Sekolah Tinggi Agama Islam YAPTIP
Pasaman Barat, Indonesia
E-mail:
Suaibatul Aslamiyah
Sekolah Tinggi Agama Islam YAPTIP
Pasaman Barat, Indonesia
E-mail:
ethnic groups namely Minangkabau, Mendailing and Javanese.
The three tribes live side by side but behave to allow other ethnic
behavior even though it is wrong according to Islam and the
prevailing norms. Overcoming this, a local culture-based Islamic
education model is needed. The purpose of this study is to
produce a model of Islamic education based on local culture.
Research and development (R&D) uses research steps offered by
Borg and Gall. The results showed that the model of Islamic
education based on local culture consisted of 1) the concept of
Islamic education based on local culture, 2) the urgency of
Islamic education based on local culture, 3) steps on Islamic
education based on local culture, 4) limitations on Islamic
education based on local culture. This model can increase the
awareness of various ethnic groups so as to minimize radical
behavior.

Yulda Dina Septiana

Sekolah Tinggi Agama Islam YAPTIP
Pasaman Barat, Indonesia
E-mail:

*) Corresponding Author

Keywords: Islamic education, local culture, radikal behavior

INTRODUCTION
Management of education based on
local culture as the demands of a
democratic era in a country that adheres to
democracy (Diana, 2012). For this reason,
it is necessary to develop local culture-
based education because the State of
Indonesia has many local cultures.
Research conducted by Ahmad Fauzi that
the internalization of the values of local
wisdom as capital in building inclusive
Islamic education (Fauzi, 2017). This
explains that the values of local wisdom
can overcome the emergence of radicals
and terrorists. It also means it can
overcome the development of radical
behavior.
Research conducted by Ruyadi
(2010) suggests that character education
will be effective if the basic values of
character come from family, school and
community culture. This research explains
that local culture is very important in
character education, as well as in Islamic
education.

225
226 International Conference on Islamic Education ICIE 2019
Local culture in West Pasaman
there are three ethnic groups namely
Minangkabau, Mendailing and Javanese.
Based on preliminary observations the
three ethnic groups coexist but behave to
allow immoral behavior, behavior that is
not in accordance with Islamic teachings
and norms that apply to other ethnicities.
This behavior results in promiscuity,
pregnancy out of wedlock, a teenager who
is indicated to smoke bull glue on a soccer
field. Overcoming this, the author wants to
produce a model of Islamic education
based on local culture. This model does
not yet exist and can serve as a forum for
the people of West Pasaman to overcome
the emergence of radical behavior.
Local Culture Based Islamic Education
Islamic Education
Islam encourages and encourages
the search for knowledge, even it is said
that all the results of modern science are in
the Qur'an to equip knowledge for the
people, which is effective through
education, both formal and informal and
informal. This is in accordance with the
opinion of Khursyid Ahmad and
Fazlurrohman as quoted by Mansur Isna
that renewal in any form must go through
education. We cannot achieve a national
goal except by education (Isna, 2009). The
education in question is Islamic education.
Allah says in the Qur-an Surah an-Nisa
verse 9 as follows:
ِ ً‫ش الَّرِينَ لَ ْى ت ََس ُكىا ِم ْن خ َْل ِف ِه ْم ذُ ِ ّزيَّة‬
‫ضعَافًا‬
َ ‫َّللاَ َو ْليَقُىلُىا قَ ْى ًًل‬
‫سدِيدًا‬
Meaning: And let God fear those who if
they leave behind their weak children,
whom they are worried about (their
welfare). Therefore they should fear Allah
and they should say the correct words.
(Surah an-Nisa, verse 9)
Education is a place for children to
gain knowledge. While this knowledge is
very useful for children in their lives.
According to Ramayulis and Nizar (2010)
said that the general function of science is
as follows: 1) To convert to Allah, 2) To
be able to distinguish between right and
vanity, wrong and right, 3) As capital to
achieve the truth and happiness of life in
the world and the hereafter.
Based on the explanation above, it
can be stated that science is very important
for children in serving God. With
education, of course children can carry out
all religious teachings and behave in
accordance with applicable norms.
According to Ali (2008), Islamic education
serves to: 1) Developing students to a
normative level is better, in other words,
the function of Islamic education is the
crystallization of the values contained in
the basic foundation of Islamic education.
2) Preserving Islamic teachings in various
aspects, in this case means that Islamic
teachings remain unchanged left as pure as
the original state, while at the same time
maintained, maintained its continued
existence until an unlimited time. This is
especially true of the textual al-Qur'an and
the hadith. The interpretation and
understanding must always be dynamically
adjusted according to the demands of the
times and the conditions of society. 3)
Preserving Islamic culture and civilization,
in the sense of fruit and progress achieved
by Muslims as a whole, includes
knowledge, beliefs, morals, laws, customs
and achievements they have achieved.
Based on Hasniyati Gani Ali's
َ ‫و ََ ْليَ ْخ‬
opinion above, it is clear that Islamic
education is very important for children.
َّ ‫علَ ْي ِه ْم فَ ْليَتَّقُىا‬
َ ‫خَافُىا‬ Islamic education is held very much bring
benefits for children. With the existence of
Islamic education a child can know,
understand the teachings of Islam. And
more than that, a child who is given
Islamic education then the goal of Islamic
education will be achieved that is morality.
The other benefits of Islamic education are
children are able to apply Islamic
teachings in their daily lives.
 Sriwardona, Mita Fitria, Salman, Suaibatul Aslamiyah, Yulda Dina Septiana; Model of
Islamic…
Local Culture
Culture comes from two words
namely "bidhi" and "power" which means
power, strength, ability. Local culture is
the culture or customs practiced by a tribe
in Indonesia. Each culture has certain
characteristics. Developed local culture
can shape thoughts and habits that are
embedded in a person. Local culture can
shape a person's personality.
The Minangkabau culture is known
as the Minangkabau custom. Customary in
the general sense is the norm and culture.
Norms are rules and culture is habit. In
terms of law, adat is a guideline or
standard in acting, behaving, talking,
socializing and dressing. Adat is also
called ‘uruf, meaning something that is
known, known and repeated and becomes
a habit in society. Custom or ‘uruf for
Muslims, there are good and some bad.
Inauguration of good customs and
eradication of bad customs, becomes the
duty and arrival of religion and Islamic
law. For Muslims, adat can be a source of
law if it contains three conditions: 1) Does
not contradict the explicit arguments of the
Qur'an or the hadith. 2) It has become a
habit to continue to apply to society which
is a habit of society in general. 3) Become
a habit of the general public (Syafnir,
2006). The proposition which is the basis
for considering adat as the source of law is
ayat al-Qur'an Surah al-rafAraf verse 199:
      

Meaning: Be You Forgiving and ask
people to do what is forgiving, and turn
away from those who are stupid. (QS. Al-
‘Araf verse 199)
The Minangkabau custom is a
pattern of behavior which is a habit of the
Minangkabau people called limbago. In
227
the legal sense, Minangkabau custom is a
guideline or benchmark in acting,
behaving, talking, socializing and how to
dress Minangkabau people. The dynamic
Minangkabau tradition places raso (heart,
wisdom, intuitive) and pareso (reason,
ratio, logic) as a result of philosophy,
takambang becomes a teacher.
Customary law and Islamic law
serve as guidelines for the daily life of the
Minangkabau people so as to give birth to
a philosophy of life, the customary basandi
syarak, syaris basandi Kitabullah, which
underlies the order of life in interacting
with others, between the community and
with the natural surroundings, such as
forests, land, water, Flora and fauna. This
philosophy of life becomes a benchmark
or guideline in the life of a nation,
banagari and state. The influence of Islam
on the Minangkabau custom is reflected in
every aspect of the life of its people, such
as the tribal structure which consists of the
ruler and the faith of Khatib or Malin. In
other words, every aspect of Minangkabau
people's life is based on "Adat basandi
syarak, syaris basandi kitabullah" which
means also based on the Qur'an.
Minang means the rules of
community life of the Minang people. The
rule was made and created by the Minang
people from generation to generation from
ancestors, to us today. However, this
custom is not only accepted as a legacy
from our ancestors, but also the
Minangkabau people and their
predecessors also created the rules. Strictly
speaking, the Minangkabau custom was
created by humans, starting from our
ancestors to us today.
Thus the Minangkabau customary
rules are dynamic rules that can be adapted
to the development of the community.
Conversely it can also be a motivator that
will change the structure of society, in
accordance with customary provisions. In
other words, adat is flexible and can adjust
228 International Conference on Islamic Education ICIE 2019
to the development of society. But the
flexibility of the nature of adat is not the
same. There are low flexural power and
some are high flexural power, so it is very
easy to change. According to Amir M.S
(2007), Minangkabau custom as a rule that
covers all aspects of Minang people's
lives.
Furthermore Mandailing lived in
one group, led by the king who lived in
Bagas Godang. In arranging the living
system, the Mandailing Natal community
uses a three-footed system, meaning they
consist of a group of relatives giving a
virgin, a group of relatives with one clan
and a group of relatives receiving a virgin.
The leader of the group is usually a close
family member of the King who becomes
the head of government in their home
country or Huta. Then Javanese culture is
people who daily use Javanese language
with various dialects from generation to
generation. Mandailing and Javanese
culture have different characteristics
(Dadori, 2009).
METHOD
This research uses the Research
and Development method known as
Research and Dependence (R&D).
According to Plomp (2010) the main
objective of development research is to
describe the problems that occur in the
field, compare a phenomenon with other
phenomena, evaluate, explain and make
product designs and develop them.
Meanwhile, according to Borg and Gall
(2003) development research methods are
very important and provide challenges to
be applied, because in principle
development research is a strategy or
process used to develop and validate an
educational product that can be a model of
character development both in whole or in
part. There are 10 steps in research and
development according to Borg and Gall
(2003), namely:Research and information
collecting; Planning; Develop preliminary
form product; Preliminary field testing;
Main product revision; Main field testing
Operational product revision; Operasional
field testing; Final product revision;
Dessemination and implementation.
Of the 10 steps above it can be
understood, that between one step with
another step has a close relationship
starting from gathering information to the
implementation of a model, and the
components are a system that affects other
sub-systems. The use of research and
development is promising for use in
education because it involves a close
relationship between systematic program
evaluation and future program
development (Gall and Borg, 2010). In
research, Borg and Gall suggest limiting
research on a small scale, including it is
possible to limit research steps.
In this study the authors did not
test the field, dissemination and
implementation. The author replaced it by
carrying out the Focus Group Discussion
(FGD). This is due to the limited time, cost
and energy to implement it.
RESULTS AND DISCUSSION
The results of the study explained
that Islamic education based on local
culture has been implemented but not yet
optimal. this is due to the limitations of
multicultural educators and the West
Pasaman community. This research
resulted in a model of Islamic education
based on local culture. The model can be
explained as follows:
The concept of Islamic education based
on local culture
Local culture-based Islamic
education is Islamic education that is
carried out based on three tribes in West
Pasaman. The tribes in question are
Minangkabau, Mandailing and Javanese.
Urgency of Islamic education based on
local culture: a. Adolescent Pasaman Barat
is easily fostered through local culture-
 Sriwardona, Mita Fitria, Salman, Suaibatul Aslamiyah, Yulda Dina Septiana; Model of
Islamic…
based education because it is accustomed
to in the family, school and community; b.
Raising awareness; c. Establish unity and
unity
The steps of Islamic education
based on local culture 1) Get to know the
local culture of each teenager. 2) Make
regulations that can discipline teenagers to
behave and act in accordance with Islamic
teachings and norms that apply to their
respective cultures. 3) Carry out the
education process by linking culture with
Islamic education. 4) Supervise the
activities of adolescents on an ongoing
basis by establishing cooperation with
peers, parents and the surrounding
community. 5) Provide reinforcement that
the need for Islamic education based on
local culture in overcoming radicals and
terrorists. 6) Growing awareness of
parents, educators and the public so that
they can reprimand, guide, direct and
foster adolescents even though they are not
ethnic. Limitations of Islamic education
based on local culture: 1) The limitation of
teachers in mastering three ethnic tribes so
that learning as such is only focused on
one ethnic group. 2) Limitations of parents
and the community who cannot carry out
education and supervise adolescents
optimally. 3) Limited understanding of
adolescent lack of Islamic education.
CONCLUTION AND
RECOMMENDATION
The local cultural-based Islamic
education model is an Islamic education
model that offers an emphasis on
education in Minangkabau, Mandailing
and Javanese cultures. This model is
important in raising public awareness in
fostering young people and in overcoming
the emergence of radical behavior in West
Pasaman.
229
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2010
 Syamsu A, Zuryanty, Tin Indrawati, Chandra, Yesi A, Sherlyane H, Anisa K; Muslim Children’s…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

Muslim Children's Science Stories as a Way to Easily Understand

Science Literacy and Moral Dilemmas

Syamsu Arlis*)
Universitas Negeri Padang, Indonesia
E-mail: syamsuarlis15@fip.unp.ac.id
Zuryanty
Universitas Negeri Padang, Indonesia
E-mail: zuryanti@fip.unp.ac.id
Tin Indrawati
Universitas Negeri Padang, Indonesia
E-mail: tinindrawati@fip.unp.ac.id
Chandra
Universitas Negeri Padang, Indonesia
E-mail: chandra@fip.unp.ac.id
Yesi Anita
Universitas Negeri Padang, Indonesia
E-mail: yesianita@fip.unp.ac.id
Sherlyane Hendri
Universitas Negeri Padang, Indonesia
E-mail: sherlyaneane@fip.unp.ac.id
Abstract: Indonesian Muslim children are being confronted with
the problem of the difficulty of understanding scientific literacy
and the crisis of moral dilemmas as an effect of technological
development. Has been carried out research development of
Muslim children's science stories with a Plomp development
research model that has steps: preliminary research, prototyping
phase, and assessment phase to overcome problems and achieve
research objectives. The results of research on the development
of Muslim children's science stories show that Muslim children's
science stories have been declared valid, practical, and effective
for use in elementary schools as an effort to facilitate
understanding scientific literacy and moral development of
Muslim children which is dilemmed by the negative effects of
technological development. The contents of the story teach
children to have positive behavior following the culture of the
Indonesian people. The story also tells how science works in the
daily lives of Muslim children. Research findings show that
Muslim children's science stories can make it easier for children
to understand scientific literacy and build morality in Muslim
children. Muslim children's science stories can be used by
parents, teachers, and certain communities to help children
understand scientific literacy and build the morale of Indonesian
Muslim children.

Annisa Kharisma
Universitas Pendidikan Indonesia, Indonesia
E-mail: annisakharisma@upi.edu

*) Corresponding Author

Keywords: Muslim Children's, Science Stories, Science Literacy, Moral Dilemmas, Elementary School,
Education.

INTRODUCTION the triggers for the emergence of children's

Two main issues are the focus of the
problem in this research study, namely the
first relates to children's morale and the
second relates to the ability of Indonesian
children to understand scientific literacy.
Children's moral problems stem from
technological development which is one of
character that is less directed to positive
behavior (Farsides, Sparks, & Jessop, 2018;
Gürçay & Baron, 2017; Hendrizal & Chandra,
2018; Levine, 2019). Character education that
is applied in Indonesia is still a mystery
(Taufina, Chandra, & Kharisma, 2019). There
are still various child criminal cases that have
occurred in various parts of Indonesia

231
232 International Conference on Islamic Education ICIE 2019
(Taufina & Chandra, 2017). The government
that formed the curriculum became a dilemma
with the moral development of Indonesian
children, mostly Muslims. Social practitioners
describe as if religious teachings have become
number two in the lives of Indonesian Muslim
children.
Indonesian children also experience a
crisis of knowledge about scientific literacy as
seen from the results of PISA research in
2015 which shows that Indonesian children's
scientific literacy is in the order of 62 out of
70 trial countries (Peña-López, 2012; Prima,
Utari, Chandra, Hasanah, & Rusdiana, 2018;
Thomson, Hillman, & De Bortoli, 2013). This
data shows that the average Indonesian child
has difficulty mastering science as a whole
(Stang Lund, Bråten, Brandmo, Brante, &
Strømsø, 2019). These two problems need to
get an intense solution so that they can help
the child to master science well and have a
stable moral development following the
teachings of Muslim society.
Previous research has tried to improve
the children's morale. However, the facts
show that the problem has not been resolved
properly (Cole & Packer, 2016; Larsen–
Freeman, 2019; Soedarso, 2014; Zandi,
Kaivanpanah, & Alavi, 2014). It still needs
intensive handling of the moral development
of Muslim children who are still in a dilemma
with the negative effects of technological
development (Holbrook & Rannikmae, 2017;
Sosa, Hall, Goldman, & Lee, 2016; Taufina,
2017). Besides, various attempts were also
made by previous researchers to overcome
Indonesian children's scientific literacy.
However, the ability of Indonesian children to
mastering science is still problematic. Both
were discovered by researchers one and the
other in different places.
Both of these problems need special
treatment. These two things can be achieved
in the same way, namely the development of
Indonesian Muslim children's science stories
related to the environment of Muslim children
themselves. Science stories can be used for
material in the school literacy movement
program and the national literacy movement
program organized by the Indonesian
government. Besides, it can also be used in an
integrated thematic learning process
following the national curriculum that
emphasizes character education in the
learning process in elementary schools.
METHOD
The research was carried out by
applying the Plomp development research
model consisting of three steps: preliminary
research, prototyping phase, and assessment
phase. Participants involved in this study
some children are aged 8-9 years who are in
third-grade elementary school. Sampling is
done by purposive sampling.
Data collection procedures can be
carried out with effectiveness tests that collect
qualitative and quantitative data. Qualitative
data were obtained by applying data
triangulation. While quantitative data were
obtained from the two way ANOVA test in
the presence of an experimental class and a
control class. Data analysis techniques can be
done with designs factorial 3 x 2, namely the
difference in the use of Muslim children's
science storybooks and student books
produced by the central government with a
level of enthusiasm for learning (high,
medium, and low) on scientific literacy and
moral development of Muslim children.
RESULT AND DISCUSSION
The results of the development of
Muslim children's science storybooks to
facilitate the understanding of children's
scientific literacy and build children's morale
to minimize moral dilemmas as a negative
effect of technology. Muslim children's
storybooks have been declared feasible and
practically used for elementary school
students. The contents of the story tell how
children are directly involved with science
with everyday life wherever they are. Positive
behavior is taught in science stories following
the culture of the local community and
Muslim teachings in educating children. The
following illustration designs some Muslim
children's stories.
 Syamsu A, Zuryanty, Tin Indrawati, Chandra, Yesi A, Sherlyane H, Anisa K; Muslim Children’s… 233

0,000 <0.05, so it can be concluded that there

are differences in the moral development of
students based on student enthusiasm. (5) a
significant value of interaction between the
use of science storybooks with learning
enthusiasm was 0.791> 0.05 so that it can be
concluded that there is no interaction between
the use of science storybooks with the spirit
of student learning in determining students'
scientific literacy abilities. (6) obtained a
significant value of the interaction of the use
Figure 1: Muslim Children's Story Illustration Design
of science storybooks with learning
enthusiasm of 0.925> 0.05, so it can be
The results of the two-way ANOVA concluded that there is no interaction of the
test for effectiveness test data show that use of science storybooks with the spirit of
differences in the use of Muslim children's student learning in determining student moral
science storybooks and student books development.
produced by the central government with the
level of enthusiasm for learning (high, Two way ANOVA test results to
medium, and low) on scientific literacy and determine differences in the influence of
moral development of Muslim children can be Muslim children's science story books and
seen in The following ANOVA two way test student books produced by the central
table. government can be seen in the following
Estimated Marginal Means table.
Table 1. Tests of Between-Subjects Effects
Table 2. Estimated Marginal Means
Source Dependent Variable F Sig.
Corrected Model Science Literacy 14,242 ,000 Eager to
Dependent Variable Books Mean
Moral 13,074 ,000 Learn
Intercept Science Literacy 4479,607 ,000 Science Literacy Science Story high 89,000
Moral 6431,614 ,000 medium 81,429
Books Science Literacy 25,037 ,000 low 69,857
Moral 31,966 ,000 Student Books high 78,143
Eager to Learn Science Literacy 22,850 ,000 medium 68,286
Moral 16,623 ,000 low 60,429
Books * Eager to Science Literacy ,236 ,791 Moral Science Story high 91,714
Learn Moral ,078 ,925 medium 83,143
low 77,857
Student Books high 80,857
Based on the Tests of Between- medium 71,000
low 67,571
Subjects Effect table, the two way ANOVA
test results can be stated that (1) a significant
value of science literacy books was obtained Based on the results of the two way
at 0,000 <0.05, so it can be concluded that ANOVA test research it can be stated that
there are differences in students' scientific Muslim children's science storybooks can
literacy abilities based on the type of book make it easier for Muslim children to
used. (2) obtained a significant value of moral understand scientific literacy and build the
development of 0,000 <0.05, so it can be moral development of Muslim children
concluded that there are differences in the according to the religious mandate in science
moral development of students based on the stories. Muslim children's science storybooks
type of book used. (3) a significant value of are declared effective in elementary school
scientific literacy ability is obtained at 0,000 use. The findings of this study are consistent
<0.05, so it can be concluded that the with what has been conveyed by the
scientific literacy ability of students is based philosopher of language and literature, Noam
on student enthusiasm. (4) obtained a Chomsky, that the best learning for children is
significant value of moral development of not by using formal textbooks, but by using
234 International Conference on Islamic Education ICIE 2019
storybooks (Akinyeye & Plüddemann, 2016;
Navarre, 2018; Pradhan & Singh, 2016;
Yamac & Ulusoy, 2016). The science
storybook developed successfully facilitates
Indonesian Muslim children in understanding
scientific literacy and building the morale of
Indonesian Muslim children.
Science literacy is very important to
be mastered by children since elementary
school (Baumfalk et al., 2019; Kim, 2018;
Krist, Schwarz, & Reiser, 2018; Magulod,
2019; Walsh & Tsurusaki, 2018). Science
literacy can be understood easily by
introducing directly into the child's
environment (Bellocchi, 2019; Lane,
Hardison, Simon, & Andrews, 2019; Marco-
Bujosa, McNeill, & Friedman, 2019;
Sanchez-Martin, Cañada-Cañada, & Dávila-
Acedo, 2018). Science literacy can provide a
factual understanding of children in dealing
with life in the family, school, and
community (Archer et al., 2016; Cole &
Packer, 2016; Ruiz-Gallardo & Reavey, 2019;
Shaby, Ben-Zvi Assaraf, & Tal, 2019).
Children can recognize natural phenomena by
understanding scientific literacy (Bächtold &
Munier, 2018; Chesnutt et al., 2019; Jaber &
Hammer, 2016; Radinsky & Tabak, 2016;
Ryoo & Bedell, 2019). Science literacy
teaches Indonesian Muslim children to
anticipate the dangers that exist in their
environment. Science literacy packaged in a
children's story makes it easier for Indonesian
Muslim children to understand scientific
literacy periodically. Because the story is
based on the environmental activities of
Indonesian Muslim children.
Children's science stories also teach
Indonesian Muslim children to have morals
following religious teachings. The moral
development of children is very important
given the negative dangers of the effects of
technological development (Farsides et al.,
2017; Hendrizal & Chandra, 2018; Levine,
2019). Getting children to behave positively
can be a start-up capital for children to enter
the association in a culture that has a high
level of danger (Sosa et al., 2016; Taufina et
al., 2019; Zandi et al., 2014). Positive moral
development can familiarize children to have
morals following the behavior of Muslim
children who should be in Indonesia.
CONCLUSION AND
RECOMMENDATION
Based on research findings on the use
of Muslim children's science storybooks with
a level of enthusiasm for learning (high,
medium, and low) to understand scientific
literacy and build morale of Indonesian
Muslim children, it can be stated that Muslim
children's science storybooks can facilitate
Indonesian Muslim children in understanding
scientific literacy and moral building. The
findings of this study can be used as a basis
for thinking that science storybooks need to
be used in the process of learning scientific
literacy. Besides, research findings can be
used as guidelines for further research with a
larger scale study population.
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 Rahayu Wulaning Pamungkas Saleh, Martin Kustati; An Anlysis of Students…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

An Analysis of Students Learning Strategies in Speaking Class at

Imam Bonjol State Islamic University of Padang

Rahayu Wulaning Pamungkas
Saleh *)
Universitas Islam Negeri Imam Bonjol
Padang
E-mail: rahayuwps@gmail.com
Martin Kustati
Universitas Islam Negeri Imam Bonjol
Padang
E-mail: martinkustati@yahoo.com
*) Corresponding Author
Abstract: Learning strategy as a way of the students to understand
and promote their language. The purpose of this research is to
examine the learning strategies used by students in speaking class.
This research was a descriptive research. The instrument which were
used consist of questionaire and interview. The population of this
research wasa second year students of English Departement of Imam
Bonjol State Islamic University of Padang in academic year
2018/2019 which was consisted of two classes. The sample was
taken by using stratified random sampling. The finding of the
research showed that the students have used all learning strategies
proposed by Oxford, those were Memory, Cognitive,
Compensatation, Affective and social in speaking, even one
students used more than one strategy to learn. There were some
factors which influenced the students in choosing those strategies
and the dominant factors were motivation, belief about language
learning and learning interest. It can be concluded that the students
have to consider about the learning strategies used in improving
their speaking skill.

Keywords: Learning, strategies, speaking

INTRODUCTION factors which can determines the students’

Speaking is one of skills that
determines the success of the university
students in learning English, the students
should be helped promote their speaking
skills. Nunan, (1998: 23) states that speaking
is fundamentally an instrument act. Speakers
talk in order to have some effect on their
listener. It is the result of teaching learning
process. Students’ skill in conversation is core
aspect in teaching speaking, it becomes vitally
aspect in language teaching learning success
if language function as a system for
expression meaning, as Nunan (1998:39)
states that the successful in speaking is
measured through someone ability to carry
out a conversation in the language. The
students are hoped to have competences in
contextual conversation such as giving
opinion, arguing, responding someone
statement and debating. There are some
competence in speaking such as teaching
strategy, teaching aids/media, classroom
environment and learning strategies.
Learning strategies are assumed as the
way where the students feel comfortable
using it in order to achive the purpose of
learning process. Learming strategies can be
categorized into direct strategy and indirect
strategy.direct strategy is a strategy that
directly involve the target language directly,
whereas indirect strategy provides indirect
support for language learning (Oxford, 2002:
151). Direct strategy indicates as a tactic in
acquiring language applied by the students
tocommunicate consist of memory stratgies,
cognitive strategies and compensaton
strategies. Memory strategies reflect very
simple principles. Cognitive strategies are
unified by a common function,manipulation
or transformation of the target language.

238
 Rahayu Wulaning Pamungkas Saleh, Martin Kustati; An Anlysis of Students…
Compensation strategies anable learners to
use the new language for either
comprehension or production despite
limitation in knowledge. Whereas, indirect
strategies is indicates as a way used by the
students in order to achieve competence in
speaking consist of metacognitivestrategies,
affective strategies and social strategies.
Metacognitive strategies are actions which go
beyond purely cognitive devices and which
provide a way for learners to coordinate their
own language learning process. Affective
strategy is the way where the learner can gain
control over their emotion and all attitudes
elements. Social strategies are the way to
learn a language by involving other people.
In addition, O,Malley and Chamot In
Willis (1990: 4) state that there are three main
types of learning strategies. There are
metacognitive, cognitive, and social.
Metacognitive consist of organizing one’s
learning, monitoring, and evaluating one’s
speech. Next is cognitive divides into
advanced preparation for a class, using a
dictionary, listing/categorizing new words,
making comparison with other known
language. The last one is social consist of
asking for help and interacting with native
speakers. In this theory, learning strategies
just divided into three parts: metacognitive,
cognitive and social. Within this strategy will
rise the quality of the classroom learning and
make learners easier learn the material. Based
on the reseracher’s investigation to students
of UIN Imam Bonjol Padang, some students
told that they do notknow how to use the
strategies to increase their achievement since
they only depended on the speaking activity
in classroom wih the lecturer as their learning
strategies to expand their speaking skill they
also do not know the learning strategy in
speaking is one of determination factors of
students’ achievement in speaking skill. the
explanation above is supported by the result
of reserach about the students’s learning
strategy in speaking done by Cohen and
Weaver (2006;2) they conclude that the use of
learning strategies is viewed as one vehicle
for promoting greater success for students to
speak foreign language.
239
Besides that, according to Hamruni
(2012: 3) learning strategy is used to get
successful in getting purposes of learning a
language. In educational term, strategy has
same meaning with a plan, method, or series
of activity designed to achieve a particular
educational goal. It means that learning
strategies are plan about activities to get
educational goal. Dealing with learning
strategies can be used to achieve the learning
purpose successfully, they should be used as
comfort as possible. As Dunn and Shirley
(2000: 14) explain, learning strategies are the
way which each person’s begins to
concentrate on process and retain new or
difficult information. It means that learning
strategies can increase learners’ concentration
in taking knowledge of specific topic. Event
different people have different level of
concentration, same learning strategy can
cause same result of learning purpose.
Another problem that also is some students
stated that it was very difficult for them to
practice their English outside of the
classroom. They do not have a good support
system to practice their English such as they
difficult to find the other students who want
to join in doing conversation in English.
Some students preferred to be listeners rather
than involved in the converstion. According
to Brown (2004 : 123) states that speaking is
an interactive process of constructing
meaning that involve producing and receiving
and processing information. When someone
speaks up, he or she has to be able to make
meaning depending on the context of the
information occur and consider some
circumstance. For example, context of
situation, the participation, experience,
physical environment, and the purpose of
speaking.
Dealing with the found fact of
investigation above, it is prove that they need
to have the proper strategies in order
toaccomplish high speaking achievement.
Therefore, it is necessary for the students to
know what learning strategies are good for
them, not only in order to increase their
speaking achievement but also to achieve
speaking skill profiency. In the other hand, it
can also change the lecturer point of view in
240 International Conference on Islamic Education ICIE 2019
adjusting speaking process in classroom. It
means that the lecturerdoes not only pay
attention on teaching strategies in speaking
but also encourage the students’ learning
strategies in speaking to make the students get
high achievement in speaking.
METHOD
This research was designed by using
descriptive approach since the purpose of
this research is to gain the information about
phenomena in order to describe existed
condition in the field. In this research, the
researcher involved in collecting the data
about the student’s learning strategies in
speaking at Imam Bonjol State University of
Padang to answer questions about the
opinion of people about learning strategies
problem. The descriptive studies will focus
on the collection and analysis of non
numerical data such as observation,
interviews, and more discursive sources of
information. It means that in the process of
collecting the data, the researcher involved
fully in the context of research and interacts
with the participants. This research was
conducted at the English Department at
Imam Bonjol State Islamic University of
Padang. The subject of the research was the
second year students in academic year
2018/2019 who have accomplished the
subject basic speaking and general speaking .
They were divided into two classes (2018 A-
Table 1. Questionaire Indicators of Learning Strategies
No Learning Aspect of Aspect of learning
Strategies learning strategies
strategies
1 Direct Memory Creating mental Placing new words into a context
Strategies strategies linkages.
Applying images and Representing sounds in memory
sounds.
Reviewing well
Cognitive Practicing.
strategies
Receiving
sending message.
Analyzing
reasoning.
B). Around 35 students joined each class. It
means the total population was about 70
students. The researcher took 20 % from the
class population. The sample will be 20
students.
Instrument is an important thing in a
research. It is said because an instrument can
determine the quality of research data.
Arikunto and Jabar (2008) state that the higher
of thequality of theinstrument, the higher of
theevaluationresults. They also add at least
four requirements of good instrument. First
the instrument should be valid. It means that
the instruments have to able to measure what
will be measured. Second, the instrument
should be reliable. The data that was collected
should be real. Third, the instrument should be
easy to practice. It means that the instruments
should be practice, simple and uncomplicated.
Fourth, the instrument should be economical.
It means that it is not wasteful in creating and
using. Language learning strategies can be
classified based on the students’ opinio and
perception about the ways they learn to speak
a language. Ince the data of this reasearch are
based on the students’ opinion, questionaire
was assumed as effective instrument to be
used. The questionaire has ben developed
besed on the Oxford’ theory and these is a
learning strategies scale adapted from Oxford.
Indicators
Structure reviewing
Repeating
Formally practicing with sounds and writing
system
Recognizing and using formulas and pattern
Recombining
Practicing naturalistically
and Using resources for receiving and sending
messages
and Reasoning deductively
Translating
Transferring
 Rahayu Wulaning Pamungkas Saleh, Martin Kustati; An Anlysis of Students… 241

No Learning Aspect of Aspect of learning Indicators

Strategies learning strategies
strategies
Compensation Overcoming Switching to the mother tongue
strategies limitation in Getting help
speaking and Using mime or gesture
writing. Avoiding communication partially or totally
Selecting the topic
Adjusting or approximating the message
Coining words
Using a circumlocution or synonym
2 Indirect Metacognitive Centering your Over viewing and linking with already known
strategies strategies learning material
Paying attention
Delaying speech production to focus on
listening
Arranging and Finding out about language learning
planning your Organizing
learning Setting goals and objectives
Identifying the purpose of a language task
Planning for a language task
Seeking practice opportunities
Evaluating your Self-monitoring
learning Self-evaluating
Affective Lowering your Using progressive relaxation, deep breathing or
strategies anxiety modification
Using music
Using laughter
Making positive statements
Encouraging yourself Taking risks wisely
Rewarding yourself
Listening to your body
Taking your Using a checklist
emotional Discussing your feelings with someone else
temperature
Social Asking question Asking for correction
strategies Cooperating with Cooperating
others With peers
Cooperating with proficient users of the new
language
Empathizing with Developing cultural understanding
others Becoming aware of other thoughts and feelings

Table 2. Learning strategies scale structured interview where the students are
Level Frequency Score asked the factors which make them choosing
High Always or almost used 4.5 to 5.0 particlar strategies in speaking. The items of
Usually used 3.5 to 4.4 the interview are developed from several
Medium Sometimes used 2.5 to 3.4 theories. The items of the interview can be
Low Generally not used 1.5 to 2.4 seen on thisfollowing table:
Never or almost never 1.0 to 1.4
used Table 3. The Interview Guide about the Factors in
Oxford (2002: 300) Using Learning Strategies
To know the factors which cause the NO Questions
1 What do you doto increase your speaking
students in choosing language learning ability
strategies, te reseracher uses interview as a 2 What are the internal factors in using
instrumentof the research. The interview is learning strategies
242 International Conference on Islamic Education ICIE 2019

NO Questions Table 6. Compensation Strategy Result

3 What are the external facotors in using No Statement Range Level
learning strategies 1 Switching to the 3.8 High
mother tongue
To analyze the data, the reseracher 2 Getting help 3.5 High
used mean formula adapted from Sugiyono 3 Using mime or 3.5 High
(2009): gesture
x1 4 Avoiding 3.2 Medium
𝑀𝑒 = communication
n partially or totally
Notes : 5 Selecting the topic 3.2 Medium
Me = mean 6 Adjusting or 2.8 Medium
x1 = the sum of language lerrning strategy approximating the
choice by student message
7 Coining words 2.9 Medium
n = total number of the question Total 3.2 Medium

RESULT AND DISCUSSION Table 7. Metacognitive Strategy Result

No Statement Range Level
The Questionaire was about students’ 1 Using a 2.8 Medium
learning strategies in speaking. The data were circumtance or
synonym
taken by asking students’ opinion about their
2 Over viewing and 2.5 Medium
learning strategies of speaking. The data was linking with
classified into direct strategies and indirect already known
strategies. The questionaire which hadbeen material
revised was distributed to 20 students. The 3 Paying attention 3.4 edium
4 Delaying speech 3.1 Medium
result of the questionaire show that:
production to focus
Table 4. Memory Strategy Result on listening
5 Finding out about 2.8 Medium
No Statement Range Level language learning
1 Placing new words in 2 Low 6 Organizing 3.2 Medium
a context 7 Identifiying the 2.8 Medium
2 Representing sound 2,6 Medium purpose of a
in memory language task
3 Structure reviewing 2.3 Low 8 Panning for 2.5 Medium
Total 2.3 Low language task
9 Seeking for 3.4 Medium
Table 5. Cognitive Strategy Result opportunity
Total 2.9 Medium
No Statement Range Level
1 Repeating 3.5 High Table 8. Affective Strategy Result
2 Formally practicing with 3.5 High
sound and writing system 1 Self-monitoring and 2.3 Low
3 Recognizing and using 3.2 High evaluating
formulas and pattern 2 Using progressive 2.3 Low
4 Recombining 3.6 High relaxation and deep
5 Practicing naturally 3.6 High breathing or modification
6 Using resources for 3.5 High 3 Using music 2.3 Low
receiving and sending 4 Making positive statement 2.4 Low
message 5 Taking risk wisely 2.3 Low
7 Reasoning deductively 3.5 High 6 Rewarding yourself 2.4 Low
8 Translating 3.8 High 7 Listening to your body 2.3 Low
9 Transfering 3.5 High 8 Dicussing your feeling 2.4 Low
Total 3.5 High with someone else
Total 2.3 Low
 Rahayu Wulaning Pamungkas Saleh, Martin Kustati; An Anlysis of Students…
Table 9. Social Strategy Result
No Statement Range Level
1 Asking for correction 3.8 High
2 Cooperating with 2.9 Medium
proficient users of the
new language
3 Developing cultural 3.5 High
understanding
4 Becoming aware of 3.5 High
other thought and
feeling
Total 3.4 Medium
From the table above, it could be
generalized that the students in level low for
memory strategy in score 2.3. For cognitive
strategy, the students was in level high in
score 3.5. the students’ level of
compensatation was in medium in score 3.2.
For metacognitive strategy, the students was
in level medium in score 2.9. The lowest
score of students’ learning strategy was is
affective strategies in score 2.3. the social
strategy was in levelmedium in score 3.4. it
can be conclude that the learning strategies of
students in Imam Bonjol state islamic
university of Padang was in score 2.9 in level
medium. The finding of the research showed
that the students used different strategies in
speaking. One students could use more than
one strategy in speaking.it was done because
the students did not realize about the learning
strategies which were used. In fact, based on
several theories about the use of learning
strategies, the learners used different learning
strategies because the learners need some
alternative ways in helping them to solve their
learing problem. As many as the strategies
were used, the problem of learning can be
solve (Hall: 2009)
Moreover, the use of language
learning strategies cannot be separated from
some factors which influence the language
learners in choosing it. The findings of the
research found that some factors influenced
the students in choosing learning strategies.
The factors were motivation, task
requirement, learning interest and beliefs
about language learning. Most of the students
have high motivation in learning English
which comes from their own selves. They
also motivated in digging information and
243
knowledge about English due to their beliefs
about the importance of English. It indicates
that the students get high achievement in
English because they have good reason in
learning English. This statement is supported
byNyikos (2009) who states that there is a
relationship between language learners’
proficiency andtheir use of strategy use as
well.
From the explanation above, it can be
indicated that language learning strategy is
one of factors which determines students’
achievement in language skill including
speaking. This statement has been justified by
many researchers who conducted language
learning strategies in speaking. According to
Cabaysa and Baetion (2010: 17) strategies
closely associated with language production
in term of productive strategy with
communication. They also consider both
communication and learning strategies as
productive strategies which is believed that
communication can lead to learning.
However, in this research, it shows that the
students learning strategies in speaking not
strong enough to verify the students
achievement in speaking because they are
inconsistence in using the learning strategies.
It is not an easy charge to the students to do
some learning strategies directly since the
strategies inquire them to have straight
contact with native speakers. It is also
difficult for them to have closely relationship
with someone who has high proficient in
English and it also proves that using language
learning in speaking is difficult to be used.
CONCLUSIONS AND
RECOMMENDATIONS
Related to the formulation of the
problem, data analysis, and discussion, it can
be concluded thatthe students of English
department of uin Imam Bonjol Padangused
all strategies that were proposed by Oxford.
They are Memory strategy, Cognitive
strategy, Compensation strategy,
Metacognitive strategy, Affective strategy and
Social strategy. However, most of the
students used Cognitive learning strategies as
their learning strategies.
244 International Conference on Islamic Education ICIE 2019
Dealing with the factors which
influence the students in choosing the
learning strategies, the result of the interview
revealed that most of the students have high
motivation in learning English, high interest
in English and high consideration of English.
Meanwhile the other factors are influenced by
teachers’ expectation and beliefs language
learning. It can be said that the students are
influenced in same factor beliefs learning
language but using in different
implementation to achieve the different goal.
Based on the result of the research, the
researcher states some suggestions for those
who are concerned with the area of English
study, lecturers and students in order to be
able to improve their speaking skill. The
students need to choose good strategy in
learning English. The students have to explore
their speaking skill not only by learning the
language theoretically but also practicing it as
many as possible by involving in any
conversation activity without worrying on the
topic being conversed. The students are also
required to evaluate their progress in speaking
since it can help them to determine what will
be done next for better result. Asking
someone else who is more proficient is also
needed to be done in order to get information
and suggestion about how to use the language
well.
Moreover, the lecturers also have to
consider about appropriate strategies and
methods in teaching speaking and apply some
strategies to improve students’ skill in
speaking. The lecturers have to know and
analyze the students’ learning strategies to
consider what kind of the teaching strategies,
the teaching materials and learning tasks that
can be used by the students appropriately. It
can be done by asking the students having
conversation as many as possible inside or
outside the classroom by giving some
practicing tasks, for example: the lecturers
may ask the students to have a native speaker
and ask the students to evaluate their progress
by making recording of speaking.
REFERENCES
Arikunto, Suharsimi. 1999. Dasar-
DasarEvaluasiPendidikan. Jakarta:
SinarGrafika Offset.
Brown, Doughlas H. 2004. Language
Assessment Principle and Classroom
Practice.New York: Parson Education
Chamot, et all. 1990. The Learning Strategies
Handbook. Sydney: Longman
Chaney, Al and T. L Brurk. 1998. Teaching
Oral Commucation in Grades K-8.
Boston: Allyn and Bacon
Cohen, Andrew D and Weaver, Bram. 2006.
The Impact of Strategies Based
Instruction Speaking a Foreign
Language. Minnesota: University of
Minnesota
Nunan, David. 1998. Language Teaching
Methodology: A Textbook for
Teacher. Kuala Lumpur: Longman
O’Malley and Chaimot.(1990). Learning
Strategy in Second Language
Acquisition.New York: Cambridge
University Press
Oxford, Rebecca L. 2002. Language
Learning Strategies (3rded). New
York: Newburry House Publisher
 Yolanda Oktavina Lova; Relationship between Self-Esteem…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang
Relathionship between Self-Esteem with Coping Strategy the
Parents Who Have Children with Special Disabilities

Yolanda Oktavina Lova
Universitas Islam Negeri Sultan Syarif
Kasim Riau, Indonesia
E-mail: yolandalova@gmail.com
Abstract: This research was conducted to examine relathionship
between self-esteem with coping strategy. Sampling was used
with sampling method of saturated. Participants in this research
were 80 participants. The quantitative nature of the data
collocation method summated ratings that contains statements of
favourable and unfavourable. By spreading two scales, self-
esteem scale and with coping strategy scale. On both scale are
provided four answer are arranged with likert scale model. The
results showed that a significant positive correlation between
self-esteem with coping strategy. If the higher of the self-esteem
the higher coping strategy, otherwise, the lower of self-esteem
the lower coping strategy. (r=0,702 with p< 0,01). The research
hypothesis is accepted.

Keywords: Self-esteem, coping strategy, parents who have children special disabilities.

INTRODUCTION appropriateness in accordance with the

The family is the most important
social unit in the building of society and is a
legacy of humanity that continues to grow and
is not changed by changing times. The family
is a social group that has the characteristics of
living together, an economic cooperation and
ongoing process, (Murdock in Lestari, 2012).
The family is the first and foremost
socialization institution for a child. Through
family children learn various things so that
one day they can do their own work with the
culture in their neighborhood. Parents play an
important role in the socialization process that
is undertaken as an approved child (Arnet in
Lestari, 2012).
A healthy child with normal and
pleasant growth and development is a dream
for every lucky person. Wherever and
whenever, marriage will always provide the
best for their children. Parents always pay
attention to physical needs in the form of
receiving balanced nutrition and no-no-health,
spiritual needs in the form of gratitude and
full attention based on religious attitudes and
appropriate norms, as well as psychological
needs in any form according to their
psychology. also do not let the child's
psychological patterns become impeded by
everything seen and received from the
surrounding environment. However, when
children agree, this reality cannot be agreed
upon and changed (Shaleh, 2009).
According to Heward, children with
special needs are children with special
characteristics that are different from children
in general without always showing mental,
logistical or physical disabilities. Children
with special needs can be interpreted as
children who need education tailored to the
learning needs and needs of each child each.
Groups of children with special needs consist
of: visually impaired, deaf, deaf, mentally
retarded, deaf, disabled, mentally retarded,
children who are continuously in special
learning, children who are slow learning,
autism, children with efficiency assistance,
ADHD ((Kustawan & Meimulyani, 2013) .

245
246 International Conference on Islamic Education ICIE 2019
According to Somantri (2007), the
individual who spends the most money is
related to the special needs and family of the
child. In addition to the children's siblings
who have difficulty controlling their actions
and behavior, facing for feelings of guilt, sin,
lack of confidence, surprise / distrust, shame
and too protective. Questioning about the
evaluation of himself or his self-esteem is
valued and has a positive or negative impact
(Kemis & Rosnawati, 2013). The presence of
a child with special needs in a family that
tends to attract attention to the family. When
knowing what happened is not normal,
consideration is generally about feelings that
are questioned and shows self-defense, or
feeling deeply disappointed. Considered
valuable. According to (Kartono in Lestari,
2012), self-confidence and self-esteem will
arise after a woman receives a child that is in
line with her partner's expectations. A mother
will receive more if she has given birth to a
child in accordance with the expectations of
her partner (a normal child) and conversely a
mother needs increased self-esteem if
collecting children who are not in accordance
with the expectations of her partner
(disabled).
According to (Coopersmith in Burns,
1993) self-esteem is a self-assessment carried
out by an individual and is usually related to
himself, the assessment reflects the attitude of
acceptance or rejection and shows how far the
individual believes that he is capable,
important, successful and valuable. Parents
who feel themselves worthless will encourage
parents to make efforts to overcome them by
using coping strategies. Coping is a process
where individuals try to tempt to manage the
distance that exists between demands both
demands originating from individuals and
demands that come from the environment
with the resources they use in dealing with
stressful situations (Taylor in Smet, 1994) .
Coping strategies are influenced by sources of
stress (stressors). The coping strategy acts
directly to overcome the problem or find
information that is relevant to the solution or
pretends as if the problem does not exist or
does not occur (Nevid, Rathus & Greene,
2005).
According to the results of previous
studies by Damayanti, et al (2011) there is a
very significant positive relationship between
positive thinking and self-esteem. An increase
in positive thinking is followed by an increase
in self-esteem, a decrease in positive thinking
is followed by a decrease in self-esteem.
According to the results of observations and
brief interviews of researchers conducted on
Wednesday, January 14 2015 at 09.45 West
Indonesia Time in the SLB canteen in Panam,
Pekanbaru. With several parents with special
needs children sitting together in the canteen,
one of the informants with the initial AN said:
"I first learned that my child was
different from other children or was not
normal, at the age of 5 years because my child
often steps. I was very surprised and could not
have thought that I would panic and then
notify all families, because before I did not
have children who have abnormal children.
One year I did not accept the condition of my
child because I was ashamed and inferior to
the social environment and felt myself
worthless. But over time I was able to accept
my child and understand that this was all the
child's destiny and surrender to God and I
read more inspirational books or motivational
books, watching the news. So that I am able
to control myself and be able to accept the
condition of my child patiently and sincerely.
The physical condition of the informant by
wearing striped jeans and black headscarves,
brown skin and sitting in the cafeteria while
holding Islamic books with two other parents
who were talking. Researchers ask one of the
teachers at an extraordinary school that most
of the children attending school are middle or
upper class although there are some who are
middle-low, and most parents here are
sensitive, easily offended about their children.
But there are some parents who patiently
accept their children. loving and giving more
attention than the other children. They always
try to patiently plan everything that can
reduce the impact of children with special
needs and be able to control themselves,
confident and able to consider themselves
valuable because they have children with
special needs.
 Yolanda Oktavina Lova; Relationship between Self-Esteem… 247

If parents have high self-esteem, 18.00 For Windows Statistical Product and
parents can control themselves and carry out Service Solution (SPSS) program.
good coping strategies and appropriate
Conversely, if parents have low low self- Normality test
esteem then parents cannot do coping
Normality test aims to see whether the
strategies properly. The observations of
variables in this study have been distributed
researchers, some parents who have children
correctly or not. Normality testing is carried
with special needs in SLB in this panam area,
out on each of the self-esteem scale variables
have high self-esteem and have a positive
and coping strategies using the help of the
impact so that they are able to carry out good
SPSS 18.00 for windows program.
and appropriate coping strategies. Seeing
Distribution is said to be normal if p> 0.05,
these phenomena the researcher is interested
but if p <0.05 then the distribution is declared
to find out more deeply and discuss them in
abnormal. Calculation results can be seen in
the thesis with the title "The relationship
the table 4.6
between self-esteem and coping strategies in
parents who have children with special
needs". Coping_strat
Harga_diri egy
METHOD N 80 80
The research population is a whole Normal Mean 119.96 79.29
Parametersa Std.
(universal) of research objects that can consist 12.633 8.384
of humans, animals, plants, air, symptoms, Deviation
values, events, attitudes to life, and so on, so Most Absolute .100 .061
Extreme Positive .047 .051
that these objects can be sources of research Differences
data, Bungin (2010 ). Population is the Negative -.100 -.061
subject of research. The population in this Kolmogorov-Smirnov Z 897 .548
study were parents of students from mental Asymp. Sig. (2-tailed) .396 .924
retardation students who were in a. Test distribution is Normal.
extraordinary schools, as many as 80 people.
According to Sugiyono (2010), the sample is The normality test results above
part of the number and characteristics indicate, the variable normality test results
possessed by the population. If the population above indicate, the Self-Esteem variable has a
is large, and researchers may not like K-SZ score of 0.897 with a p value> 0.05.
everything in the population, then researchers The Coping Strategy variable has a K-SZ
can use samples taken from that population. score of 0.548 with a value of p> 0.05. On the
What is learned from the sample, the Self-Esteem variable score Asymp. Sig of
conclusion can be applied to participants. For 0.396 and the Asymp score Coping Strategy
samples taken from participation must be variable. Sig is 0,924. in other words both
truly representative (represent). The sampling variables have a normal distribution.
technique used in this study is saturated
sampling is a sample assessment technique if Linearity Test
all members of the population are used as
samples. The linear test aims to determine the
linear relationship between the independent
RESULT AND DISCUSSION variables and the dependent variable which is
performed using SPSS 10.8 for windows
Assumption Test (Hadi, 2001). The results obtained can be seen
in table 4.7.
Test assumptions in the study include
tests of normality. Normality test is a
requirement before testing correlation. The
assumption test was carried out using the
248 International Conference on Islamic Education ICIE 2019

Tabel 1. Linieritas

ANOVA Table
Sum of Squares Mean
df Square F Sig.
coping_strategy * Between (Combined)
39 101.268 2.527 .002
harga_diri Groups 3949.438
Linearity
1 2733.984 68.224 .000
2733.984
Deviation from Linearity
38 31.986 .798 .756
1215.454
Within Groups
40 40.074
1602.950
Total 5552.387 79

Linear tests were performed with Hypothesis Test

independent and dependent variables, namely
self-esteem and coping strategy. Based on the
results of the calculation of deviation from
linearity for self-esteem and coping strategy
produces a value of F = 1.798 with p <0.01 so
that it can be concluded that the relationship
between self-esteem and coping strategy is
linear.
Hypothesis testing is used to
determine whether there is a relationship
between self-esteem variables and coping
strategy. Hypothesis testing is done using the
Pearson Product Moment correlation test, the
results are as shown in table 4.8 below.

Tabel 2. HasilUjiHipotesis (Correlation)

Coping_strategy Harga_diri
Harga_diri Pearson Correlation 1 .702**
Sig. (2-tailed) . .000
N 80 80
Coping_strategy Pearson Correlation .702** 1
Sig. (2-tailed) .000 .
N 80 80
**. Correlation is significant at the 0.01 level (2-tailed).

As seen in table 4.8 above, for the
relationship between self-esteem and coping
strategy, the correlation coefficient is 0.702
and p: 0.000 (p <0.01). This shows that there
is a very significant positive relationship
between self-esteem and coping strategy in
accordance with the initial hypothesis
proposed by researchers.
The results of the analysis show that
the hypothesis that says "there is a positive
relationship between self-esteem and coping
strategy, the higher the level of self-esteem,
the higher the coping strategy, conversely the
lower the level of self-esteem, the lower the
coping strategy" is accepted.
This study aims to see whether there
is a relationship between self-esteem and
coping strategies in parents who have
mentally retarded children in Slb Pembina
Pekanbaru. Based on the analysis carried out
with the help of the SPSS 18.0 for windows
program, it has produced results that there is
indeed a relationship between the hypothesis
and that which has been proposed by the
 Yolanda Oktavina Lova; Relationship between Self-Esteem…
researcher is acceptable. The hypothesis of
this study was accepted because the internal
validity of the study was done well. This can
be seen from the alpha value of each scale
which is pretty good 0.870 for self-esteem
scale and 0.787 for coping scale strategies.
The results showed a very
significant positive relationship between self-
esteem and coping strategies. Acceptance of
this hypothesis shows that you can consider
one of the factors that influence the coping
strategies of parents who have mentally
retarded children. This means that the higher
your self-esteem, the higher the coping
strategy needed, the lower the self-esteem, the
lower the coping strategy. this value can be
seen by looking at the coefficient (r) of 0.702
and p: 0,000 (p <0.01).
Descriptive from the study above,
80 subjects with self-esteem were quoted 0%
according to the very low category, 0%
subjects depended on the low category, 0%
subjects depended on the medium category,
0% subjects depended on the high category,
and 100% or 80 people are in the very high
category. So, this is a common thing that
shows the self-esteem of parents who have
mentally retarded children have a very high
self-esteem of 100% because they are able to
accept the current situation.
Parents who carry out coping
strategies Based on categorization, we can ask
for very low criteria 0%, for low criteria 0%,
for medium criteria 0%, for high criteria as
many as 1 person or 1.25%, and for very high
criteria as many as 79 people or 98.75%.
Coping strategies for parents who have
mentally retarded children have a very high
coping strategy of 98.75%.
Everyone has a problem and they
cope with a way to overcome strategy is a
way to overcome / solve the problems that
exist in us. Lazarus & Folkman (1984)
defines coping with stress due to the efforts
made by a compilation of internal and
external recovery aimed at overcoming full
stress with the aim of reducing distress and
also devising strategies to improve behavior
to solve the most important problems simply
249
and realistically , working to free oneself
from real problems that are also not real, and
overcome all cognitive efforts and overcome,
reduce and resist recovery. it is the behavior
of overcoming all efforts to overcome or
overcome new potentially disruptive,
frustrating and challenging challenges
(Murphy in Smet 1994). In accordance with
research conducted by Rufaidah & Hasan
(2013) which means there is a significant
positive relationship between social support
and with a coping strategy of 31.7% so there
are still 68.3% of other factors that affect
stroke sufferers.
The coping strategy will be raised as
a challenge to the opponent (billing et al,
2000). According to previous research by
Wei, Russell, Mallinckrod & Liao (2008).
survey data available via online. Roles that
are generally accepted can be controlled.
Regression analysis shows the direct effect
obtained from interactions received, important
two-way interactions that can be resolved, and
significant three-way interactions that are
received, overcoming reactive, and self-
esteem in predicting differences. The addition
to using the Koping suppressor appears to
convince the relationship between being
received and depression. Asking, the
relationship between differences experienced
and depression problems is not a significant
compilation of Reactive Koping which is
rarely used, but only for students with
relatively high prices.
Self-esteem consists of each made
by each person and is usually related to
oneself, the assessment is related to the
acceptance or assessment and assessment of
individuals who are sufficient, important,
successful and valuable (Coopersmith in
Burns, 1993). Self-esteem is one of the factors
that really determine each person's individual.
Appreciation is positive towards oneself, so
someone feels the need or has for others,
while also having physical and mental
problems (Maslow in Lubis, 2009).
This is in line with the research of
Totan (2014). Based on the results obtained
by the study in which the students
participated, it was concluded that the most
250 International Conference on Islamic Education ICIE 2019
effective factor for making a difference
between participants who were pleasing to
their moods and those who were not, was self-
esteem and an approach to developing and
overcoming emotional following.
According to (Branden in Lubis,
2009) states that self-esteem is one of the
most important aspects of personality in
shaping one's behavior, because this affects
the thought process, emotional level,
decisions taken even on one's values and life
goals. enable humans to enjoy and live life, so
that someone fails to have it will tend to
develop a picture of pseudo self-esteem to
cover up failure.
This research is inseparable from the
shortcomings and weaknesses. The weakness
in this study is the low level of variation in
the research subjects so that it is dominated
by subjects who have a high coping strategy.
This is known from the empirical mean score
which is higher than the hypothetical mean
score.
Based on the description above, it
can be seen the extent of the relationship of
self-esteem with coping strategy. Self-esteem
is one of the factors that determine the
individual behavior of every person wants a
positive appreciation of himself, so that
someone feels that he is useful or meaningful
to others even though he has weaknesses both
physically and psychologically. If this
behavior is manifested in daily life, it will
create a good social life and positive
appreciation of oneself, being able to accept
yourself and feel that they are valuable and
meaningful to others.
CONCLUSION AND
RECOMMENDATION
Based on the results of research that
has been done, it can be concluded that there
is a very significant positive relationship
between self-esteem and coping strategy. This
means that the higher the self-esteem, the
higher the coping strategy, conversely the
lower the self-esteem, the lower the coping
strategy.
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 Yusmanila, Widya, Nadia Deswita; Practicality og the Module…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang
Practicality of the Module Integrated Qur’an Verses in General
Physics Lectures

Yusmanila *)
Sekolah Tinggi Keguruan dan Ilmu
Pendidikan Adzkia, Sumatera Barat,
indonesia
E-mail: yusmanilahanah@gmail.com
Widya
Sekolah Tinggi Keguruan dan Ilmu
Pendidikan Adzkia, Sumatera Barat,
indonesia
E-mail: widyaa.widyaa@gmail.com
Nadia Deswita
Sekolah Tinggi Keguruan dan Ilmu
Pendidikan Adzkia, Sumatera Barat,
indonesia
E-mail:
nadiadeswita306@gmail.com
*) Corresponding Author
Abstract: One of the teaching materials for General Physics courses
that can be developed to achieve the vision of STKIP Adzkia is by
developing integrated modules of the Qur’an verses. If the lecturer is
able to develop integrated modules of the Qur’an verses, then it will
form students who are of character and devoted to God Almighty. This
research is a research and development study using 4-D models (four-D
models). This research was carried out in three stages, namely defining,
designing, and developing. The stages of development that were carried
out were the test of module implementation in learning and module
practical test by students. The aim of this study is to develop a General
Physics module that integrates practical Qur'anic verse values. Modules
are said to be implemented entirely if they meet the 1.5≤ M≤2.0 criteria.
So it can be concluded that the module is implemented entirely because
it gets an average value of module implementation of 1.57.
Furthermore, the practicality test results obtained a value of 91. This
means that the module is very practical. One of the obligations of
lecturers on education is to develop creative and innovative learning
tools so that students learn optimally and has a positive character.
Learning tools that need to be possessed by lecturers are teaching
materials. The teaching materials currently available on the STKIP
Adzkia are not yet relevant with the vision of STKIP Adzkia.
Researchers as lecturers those who take the General Physics course
must develop supporting teaching materials on achieving that vision.
One of the teaching materials that can be developed to achieve the
vision of STKIP Adzkia is by developing an integrated module of
Qur'an verses. This research is a research and development study using
4-D models (four-D models). This research was carried out in three
stages, namely defining, designing, and developing. The stages of
development that were carried out were the test of module
implementation in learning and module practical test by students. The
purpose of this research is to develop a general physics module of
integrated of the Qur’an verses that is practical. The module is said to
be implemented entirely if it meets the criteria of 1.5 ≤ M≤2.0. So it can
be concluded that the module is implemented entirely because it gets an
average value of module implementation of 1.57. Furthermore, the
practicality test results obtained a value of 91. This means that the
module is very practical and feasible to use in lectures.

Keywords: Practicality, Module, General Physics, Integrated, Qur’an verse.

INTRODUCTION development of technology. Along with the

Physics is the science that explains the
natural phenomena encountered in everyday
life. Physics contributes to the development
of other sciences such as engineering,
geology, geophysics and so on. Physics is one
of the fields of science that underlies the
development and advancement of science and
technology which is increasingly rapid, the
world of education needs to make innovations
or renewals in various fields including the
implementation strategy. Therefore, education
is an interesting problem to continue to be
studied and developed. The success of

252
 Yusmanila, Widya, Nadia Deswita; Practicality og the Module…
education depends on the human element and
the roles that determine success especially in
higher education is a lecturer, because
lecturers must be able to create lectures that
can arouse student interest.
To increase student interest, a
lecturer is required to make lectures more
innovative that can encourage students to
learn optimally. One such innovation is the
development of learning tools. The learning
device is one of the important components in
the learning process. For this reason, a variety
of learning devices is needed so that learning
physics in class can run well. Learning tools
that need to be owned by lecturers to carry out
the lecture process in class one of which is
teaching material.
Based on the results of observations
and interviews with faculty and students of
Studies Program Fisika in
STKIP Adzkia, especially in the course of
General Physics obtained information that in
general, students do not yet have adequate
teaching materials in the learning process,
especially the print instructional
materials. The printed teaching materials used
in the lecture process so far are textbooks.
In addition, the current textbooks or
teaching materials for general physics courses
are not yet relevant to the vision of STKIP
Adzkia. The vision of STKIP Adzkia is to
become a strong, cultured and Islamic
institution in Sumatera in 2025. To support
this vision, a lecture process based on Islamic
values is needed. STKIP Adzkia is a private
campus located in LLDIKTI X which
currently has 1,075 students who are all
Muslim. Therefore, STKIP Adzkia tried to
make the Qur’an as a form of Islamic values
that must be possessed by students. The writer
as a lecturer in general physics must develop
teaching materials that support the
achievement of that vision.
One of the teaching materials that can
be developed to achieve the vision and
mission of STKIP Adzkia is by
developing integrated modules of the
verses of the Qur'an. Many verses of the
Qur'an are relevant to natural science,
253
especially physics. Today many scientists are
trying to connect the Qur'an and science and
try to explain a Qur'anic verse from a
scientific point of view. As Asyhari (2017:
146) explains that idea about scientific
literacy based on islamic values and culture
Indonesia still require a more in-depth, either
through discussions, seminars, as well as the
application to make it more applicable, that
can be developed devices judgment, in the
hope this idea became one of the concepts in
the theme of the integration of science and
Islam.
In addition, if the lecturer is able to
develop teaching materials in the form of
modules based on the values of the
Qur'an , this will have a major influence on
the character of students . Because the most
important task of a lecturer is not only to
increase student knowledge, but also
to develop and instill positive character in
students. This is in line with what is
conveyed by Pertiwi (2016: 44).
In general physics learning , instructional
materials that are integrated with the values of
the Qur'an in their material are needed, so that
learning takes place properly and maximally
in discussing the relationship of physical
material. which is being studied with the
values of Islamic education contained in the
verses of the Qur'an.
Modules are teaching materials that
are arranged systematically in a language that
is easily understood by students, according to
their age and level of knowledge so that they
can learn independently with minimal
guidance from educators (Andi Prastowo,
2012: 106). A similar opinion was stated by
Munadi (2010: 99) which stated that the
module was a teaching material that could be
used by students to study independently with
minimal assistance from others. Thus, the
module is a teaching material that can be
utilized by its users independently so that the
role of educators as facilitators can be
applied.
According to the Directorate of
Vocational High School Development (2008:
4-7), module development must pay attention
to the five characteristics of a module,
254 International Conference on Islamic Education ICIE 2019
namely: 1) Self Instruction, students are
allowed to learn independently and not
depend on other parties. Self-instruction can
be fulfilled if the module: contains clear
learning objectives; the material is packaged
in small / specific activity units; availability
of illustrations; there are practice questions,
assignments and the like; contextual;
communicative language; a summary of the
material; the existence of an independent
assessment instrument; feedback; and
information about referrals. 2) Self Contained,
all required learning material is contained in a
module. 3) Stand Alone, the module
developed does not depend on other teaching
materials. 4) Adaptive, the module can adjust
the development of science and technology,
flexible / flexible to use in various hardware
(hardware). 5) User Friendly (friendly /
friendly), the module has instructions that are
simple, easy to understand, and use
commonly used terms.
The Qur'an is a guide from a universal
and all the time God, not limited to certain
people and certain times. The Qur’an contains
sources of Islamic sciences (commentary, fiqh
and monotheism) and sources of science and
technology. Lots of Qur'anic cues that can be
used as a source of natural science especially
Physics.
Currently there are not many teaching
materials on physics that are related to the
Koran. This was stated by Sri Latifah (2016:
45) that Physics with Islamic religion is still
inseparable only highlighting mere
intellectual aspects. A similar view was
expressed by Cahyati (2015: 68) that research
needs to be conducted on the development of
teaching materials that are oriented and
sourced from the value and content of the
Qur’an.
The integrated module of the Qr’an
verse is teaching material that can be used by
students independently and the material
discussed is integrated with the content of the
values of the Qur’an verse. Physics material
that is studied in the module is related to the
verses of the Qur’an, then the meaning and
relation of the verse to the material are
examined. The integrated module of the
values of the verses of the Qur’an is one of
the means to form effective interactions
between students and lecturers, so as to
increase student motivation in lectures and
ultimately develop character within students.
The parts of the module are
integrated the values of the verses of the
Koran that will be developed in this study
were modified from the research Yusmanila
(2017) namely instructions for the use of the
module, competencies to be achieved,
material, training, answer key exercises,
glue bar work, and learning resources.
Based on the background described
above, the purpose of this study is to find out
the practicality of the integrated modules of
the verses of the Qur’an in the General
Physics course at STKIP Adzkia.
METHOD
Procedures of Development
This research is the development
( research and development ) using 4-D
models (four-D models). This research was
conducted through three phases, namely the
definition (define) , design (design) , and
development (develop). The development
procedures in this study are as follows :
Stage of Define
The definition was carried out to get a
picture of the condition of lectures in General
Physics at STKIP Adzkia. The picture is
obtained through direct observation and
interviews with students.
Stage of Design
Aims this stage are to prepare integrated
modules of the Qur’an verses and prepare
lecture content that is suitable to the needs of
students.
Stage of Develop
At this stage the practicality test of the
module being developed is done. Practicality
test is obtained through observing the module
 Yusmanila, Widya, Nadia Deswita; Practicality og the Module… 255

implementation in lectures and student Determine the implementation

response questionnaire. The research was category of each aspect or all aspects by
conducted at STKIP Adzkia on class of 2019 matching the average of aspects with
students of the Physics Education and the categories that have been determined. The
Mathematics Education study programs that implementation category for each aspect or all
took General Physics courses. aspects on module implementation as follows:
1.5 = M = 2.0 done entirely
Data Collection Instruments 0.5 = M <1.5 partially implemented
Data obtained through observers who 0.0 = M <0.5 not implemented
make observations on student activities (Asriadi:2018)
during learning activities take
place. Observation sheet on the general Student Response Questionnaire
physics module integrated verses in the
Qur’an contains statements that will be The student response questionnaire is
observed by two observers during the learning described by the data frequency analysis
activities. The musty that was observed technique using the formula:
included: (1) Initial Activities (2) Core
Activities. (3) Final Activity. There are 3 AS
P X 100%
response choices: "there" is 2, "some" is 1, MS
and "no" is 0.
P = Practicality Criteria
Student Response Questionnaire AS = Average Score
MS = Maximum Score
Students are asked to fill in the practical
module questionnaire after the trial is By categorizing the achievement
conducted. Students are asked to fill in the scores of respondents the classification used
questionnaire that has been provided with in Table 1:
four choices of assessment criteria. Aspects
that are responded by students include: (1) Table 1. Practicality Criteria
Aspects of appearance (2) Aspects of material Percentage Category
presentation (3) Aspects of benefits. 0-20 Not practical
21-40 Less
41-60 Enough
Technique of Data analysis 61-80 Practical
81-100 Very practical
To analyze the observation sheet of
the implementation are as follows: 1)
Recapitulate the results of the experts' RESULT AND DISCUSSION
evaluation into the table. 2) Look for averages This research is a research
for each aspect of observation for each development of the Integrated General
meeting with the formula: Physics Module of the Verses of the Qur'an in
n

K
j i
ij
Fluid material for the first semester students
of the Study Program of Physics Education
Ami  (Rafiqah, 2013: 39)
n STKIP Adzkia. This study aims to produce a
Information : general physics module integrated in the
Ami = average criteria values of the Qur'an verses that meet valid
n criteria using a model of developing learning
K
j i
ij = score of the results of the assessment devices. This research was conducted through
3 stages of define , design, develope.
of the criteria i to j
n = number of criteria in the aspect i Each stage of the learning device
development activities carried out along with
256 International Conference on Islamic Education ICIE 2019

analyzed data obtained, can be described as
follows:
Stage of Define
This activity was carried out to
identify the problems that became the basis in
the development of the integrated basic
physics module 1 of the Koran and to get an
overview of the conditions of General
Physics lectures at STKIP Adzkia. The
picture is obtained through direct observation
and interviews with students. The problems
found are:
a. Learning resource is less, especially
learning resource that support the vision
of STKIP Adzkia.
b. More of student activities during lectures
listen are and take notes,
c. The learning process has not build
student character.
The student module that is designed
not only requires students to master the
material but through the phenomena presented
in the student module is expected to be able to
build their own knowledge by learning to
solve problems individually, then updated
through group discussions. The knowledge is
shared with friends to build a group learning
attitude. Then through these problems can
provide opportunities for students to build the
ability to work together, train communication
skills, be able to give opinions, motivate
learning and obtain satisfaction in learning.
Material related to the Qur’an will make
students believe in the greatness of God. God
as the ruler of heaven and earth has unlimited
knowledge. A strong belief in the power can
improve the religious character of students.
Discussing with colleagues to Improve the
modules.

After knowing several problems
related to General Physics lectures, a solution
to the problem was formulated, namely
developing integrated modules of the values
of the Qur’an verses.
Module that have been designed are
discussed with colleagues to solicit improve
to these module. Colleagues provide input so
that the material is deepened and suggest
some references related to the module.

Stage of Design Repairing the module according to

discussion with colleagues
This stage aims to prepare an
integrated module of the values of the verses The module was improved bassed on
of the Koran and prepare lecture content that discussion with colleagues. Repairing the
suits the needs of students. step-by-step module is expected to make it easier for
design of the modules that do are as follows: students to understand and be able to improve
a. Creating themes and design display the abilities and character of students.
module. In this study the format chosen
was the format determined by the Stage of Development
Curriculum and Syllabus of General
Physics courses. This stage aims to produce valid and
b. Making a division of the module page. The practical modules so that they are suitable for
module developed is a student use in the lecture class. After the module has
module. Modules are designed been validated by material and media experts,
ter themselves of several parts, namely: integration experts, and language experts, the
learning instructions, competency to be next step is to test the practicality of the
achieved , content of the module in lectures.
material , summary , exercises , key
answer of exercises , worksheets, Practicality test was conducted on
and learning resources. October 29, 2019 in the General
c. Arrange teaching material in modules. Physics course in physics education and
mathematics education courses. The
instrument used in the trial. Practicality is
 Yusmanila, Widya, Nadia Deswita; Practicality og the Module… 257

related to module usage by lecturers and the lecture process, namely students who
students. Module practicality is obtained from study with the help of modules sometimes do
module implementation data in lectures and not understand the material, so the lecturer
questionnaire responses of students to the needs to explain in more detail the material
module. that is not yet understood . Furthermore,
the division in heterogeneous groups is not
Observation Sheet of Implementation predetermined so that there are still many
students who still have difficulty following
Data obtained through observers who the process of group division as usual where
make observation on student activities students are allowed to choose their own
during lecturing activities. The results of the group of friends. In addition, the obstacle
trial analysis that have been carried out can be encountered is that students still need to be
used as a reference for the reliability of a accustomed to following learning patterns that
module that has been designed to be require students to actively involve
implemented in the lecture process. The themselves to construct their knowledge with
practicality data of the device was obtained the help of lecturers.
from the data analysis of the implementation
of the learning device from the trial by two Questionnaire responses of students to the
observers. Based on the results of observe module.
the implementation of the module in lectures,
it is obtained that all aspects of the module The main purpose of the analysis of
implementation are carried out entirely with student responses and learning outcomes is to
the following details: see the extent to which the level of student
response for module obtained in the lecture
Table 2 . Observation Results of Module
process. Students asked to complete a
Observation
Aspectsof Observer Average Criteria questionnaire practicality module after
Measuration value lecture. Students fill out a questionnaire that
O1 O2 has been provided with a choice of
Initial 1.5 1.75 1.63 TS four criteria assessment. Aspects that are
activity responded by students include: (1) Aspects of
Core 1.67 1.5 1.59 TS appearance (2) Aspects of material
activities presentation (3) Aspects of benefits. Data on
End 1.5 1.5 1.50 TS
activities the results of these student responses were
The average 1.56 1.58 1.57 TS obtained from student questionnaires taking
observations general physics courses in study program of
of all physics education and study program of
activities mathematics education semester 1 of the
2019/2020 school year. Based on the results
Every stage of activities in the of data analysis about student responses to
lectures using module and everything is the modules can be seen in table 3:
done. On average of the initial activity is 1.63,
the average of the core activity is 1.59, and Table 3 . Student Response Results to
the average of the end activity is Modules
1.50 . The average of all activities is 1.57. No Measured aspects Value Criteria
This shows that all activities in the lecture 1 Display Aspects 92 Very
are everything's implemented and module practical
2 Material 90 Very
meet the practicality criteria. The average Presentation practical
observations in the lecture syntax using Aspects
the integrated general physics module of the 3 Benefits Aspect 91 Very
Qur’an are in the complete practical
category. However, there are several obstacles Overall average 91 Very
practical
encountered in
258 International Conference on Islamic Education ICIE 2019
Based on student response data to the
module it is known that the module is very
practical. This is because the modules are
arranged as practical as possible and adapted
to the conditions of the students. Module help
lecturers as facilitators in the lecture so that
students can learn to be independent,
confident and responsible. There are a
number of notes given by students to the
module and the lecturing process using the
module, namely: interesting module design,
the language used in the communicative
module, the module makes it easy for students
to understand the material, and the module
adds to the student's insight about the material
and the relevance of the material discussed
with the verses Qur'an.
CONCLUSION AND
RECOMMENDATION
The general physics module consists
of instructions for the use of the module,
competencies to be achieved,
material, training, answer key exercises,
glue bar work, and learning resources. Based
on the results of observations of the
implementation of the module in lectures, it is
obtained that all activities and stages in
lectures are carried out. While the results of
the student response questionnaire obtained
the results that the module is very
practical. So, this research has produced an
integrated module of Qur'an verses
values with very practical criteri. Thus this
module is very suitable for use in lectures.
This research is very interesting to be
developed to a broader stage, because this
research connects the concept of science with
science in this case the verses of the
Koran. Based on the results of this study, the
researchers suggest things as follows: 1) The
integration of Physics material and the value
of Qur'an verses are discussed in more depth.
2) The practice questions and worksheets
given are also related to the values of the
verses of the Qur’an, religion and daily life.
3) It should be done b o the development of
integrated modules of the values of the Quran
verse to other physics subjects.
REFERENCES
AM, Muh. Asriadi .2018. Pengembangan
Modul Fisika Dasar 1 Terintegrasi Al-
Qur’an pada Jurusan Pendidikan
Fisika Fakultas Tarbiyah dan Keguruan
UIN Alauddin Makassar. Universitas
Islam Negeri Alauddin Makassar.
Andi Prastowo. 2012. Panduan Membuat
Bahan Ajar Inovatif. Jakarta: Diva Press
Ardian Asyhari. 2017. Literasi Sains Berbasis
Nilai-Nilai Islam Dan Budaya
Indonesia. Jurnal Ilmiah Pendidikan
Fisika Al-BiRuNi, ISSN online 2303-
1832 ISSN Cetak 2503-023X Vol. 06
No.1 Tahun 2017 Hal 137-148
Faninda Novika Pertiwi. 2016. Pembelajaran
Fisika Dasar Terintegrasi Nilai-Nilai
Pendidikan Islam Melalui Diagram
Vee. Jurnal Kependidikan Dasar Islam
Berbasis Sains.
Friska Cahyati dan Nyoto Suseno. 2015.
Pengembangan LKS Materi Listrik
Statis Berorentasi Nilai Alquran Untuk
Siswa Kelas IX Sekolah
Muhammadiyah. Jurnal Pendidikan
Fisika, 3(2), 60–68.
Riduwan. 2010. Dasar-dasar Statistika.
Alfabeta: Bandung
Sri Latifah. 2016. Pengembangan Lembar
Kerja Peserta Didik (LKPD)
Berorientasi Nilai-nilai Agama Islam
Melalui Pendekatan Inkuiri Terbimbing
oada Materi Suhu dan Kalor. Jurnal
Ilmiah Pendidikan Fisika Al-Biruni (1),
43-51
Yudhi Munadi. 2010. Media Pembelajaran.
Jakarta: Gaung Persada (GP) Press.
Yusmanila, Y., Hasra, A., & Razi, P. 2017.
Pengembangan Bahan Ajar dalam
Bentuk Modul Fisika Kontekstual
pada Materi Fluida dalam
Pembelajaran Fisika di
SMA/MA. Gravity: Jurnal Ilmiah
Penelitian dan Pembelajaran
Fisika, 3(2).
 Mulyadi; The Study of Religious Psychology…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

The Study of Religious Psychology as the Science Discipline of

Modern Psychology

Mulyadi Abstract: Psychology comes from the Greek "psyche" which means
Universitas Islam Negeri Imam soul, and "logos" which means science. Thus, etymologically
Bonjol Padang (according to the meaning of the word) psychology means the study of
Email: mulyadi@uinib.ac.id the soul, both about the various symptoms, processes and background.
Psychological studies can also be interpreted as scientific studies of
human psychiatric symptoms. As a scientific study, psychology clearly
has a theoretical-empirical, and systematic nature. The word "religion"
in the term al-Quran is called al-Din. Whereas in language, the word
"religion (Agama)" is taken from Sanskritas a fraction of the word "A"
meaning "no" and "Gama" means "chaotic". Thus it can be interpreted
that religion means not chaotic. Psychology of religion is a branch of
modern psychology that discusses the extent of influence, and religious
attitudes toward a person's soul that can be measured through the
behavior of a person and / or group of people in organizing life carried
out through a psychological approach that seeks to learn, as well as
study and research on the relationship of religious attitudes of a person
or group of people towards behavior, as a manifestation of the
appreciation and practice of the teachings of the religion they believe.
The object of study of psychology of religion includes emotions, such
as a relief and peace after practicing his religious beliefs and feelings
and experiences of a person in establishing a relationship with his God
as well as being used as a scientific study to measure how much
influence the religious image manifested in attitudes and behaviors of
religious people. The benefit of psychology of religion for educators is
that educators can predict human behavior, control and direct the
behavior in a better direction, so that students can be directed towards a
better path, according to their age level and developmental tasks.

Keyword: Religious Psychology; Science Discipline

INTRODUCTION strength that becomes the path and the

Humans are creatures of God who have
a variety of needs, both physical and spiritual
needs. Physical needs are related to physical
conditions which are conditional on body
growth through nutrition and food intake, as
well as the influence of heredity. While
spiritual needs are human needs related to
psychological conditions related to strengths
that can calm their souls from various fears,
anxieties and worries in managing life and life
that are used as soulswhich can be seen from a
person's behavior, that is religion as an inner
backrest of life. Therefore, the study of the
psychology of religion aims to develop an
understanding of religious behavior by
applying psychological principles.
On the other hand (Jalaluddin, 2004:
11) humans always need a handle of life that
will protect their souls through the
appreciation and practice of the values of their
religious teachings. Therefore, people feel that
in their souls there is a feeling that
acknowledges the existence of the Almighty,
where they take shelter and ask for help. So

259
260 International Conference on Islamic Education ICIE 2019
that the balance and continuity of human life is
based on a belief in his God which is
symbolized by being obedient to the teachings
of his religion. In addition, the study of
religious psychology does not discuss the
material of religious teachings, but the object
of study of religious psychology discusses and
examines (studies) how much influence the
religious attitude of a person or group of
people on the behavior that appears. Therefore,
the religious attitude of adults is very
prominent if the need for religion is embedded
in him from his childhood.
The stability of one's life in religion
and one's religious behavior, is not a static
stability, the changes occur because the
process of consideration of thoughts, feelings,
and knowledge possessed and may also be
caused by existing conditions. Religious
behavior of adults have a broad perspective
based on the values chosen.
The Definition of Psychology of Religion
In a phase in the study of the
psychology of religion (Robert H. Thouless,
1992: 13), one is confronted with the question
of what is meant by the words "psychology"
and "religion". Both words are used with
various meanings. This does not mean that
there are no insurmountable obstacles in
understanding the two words for certain. But it
is necessary to put forward an explanation of
how to use these words.
When studying the psychology of
religion (Bambang Syamsul Arifin, 2008: 11)
a person is confronted with two words, namely
"psychology" and "religion". The two words
have different meanings and uses, even though
both have the same aspect of study which is
the aspect of the human mind.
To understand the study of the
psychology of religion, it's a good idea to
explain these two words one by one. First, the
word psychology comes from the Greek
"psyche" which means soul and "logos" which
means science. Thus, etymologically
(according to the meaning of the word)
psychology means the study of the soul, both
about the various symptoms, the process and
its background.On the other hand the study of
psychology can also be interpreted as a
scientific study of the symptoms of human
psychology. As a scientific study, psychology
clearly has a theoretical-empirical and
systematic nature. Second, religion, the word
"religion" in terms of the Koran is called al-
Din. Whereas in language (Rois Mahmud.
2011: 2), the word "religion" is taken from
Sanskrit as a fraction of the word "A" meaning
"no" and "Gama" means "chaotic". Thus it can
be interpreted that religion means not chaotic.
Unlike the study of psychology,
religion is not a science in the sense of
scientific study. Religion is a rule that involves
specific ways of behaving, feeling and
believing. Psychology concerns humans and
their environment. Religion concerns
everything that is divine. Religion is
transcendent, psychology is profane
(Ramayulis, 2011: 5)
As a scientific study (Ramayulis, 2002:
6) psychology clearly has a theoretical-
empirical, and systematic nature. While
religion is not science in the sense of scientific
study. Religion is a rule that involves specific
ways of behaving, feeling and believing. At
least religion concerns Divinity. That is,
religion involves everything that is divine.
In a simple sense (Yahya Jaya, 2014:
119) the study of the psychology of religion
can be interpreted as a psychological study of
spirituality, religion and god.
While scientifically (A. Aziz Ahyadi,
2010: 17) the psychology of religion can be
said as science, understanding and
psychological analysis of the spiritual,
religious and god in human life. Religion is a
world experience in one's life and life about
divinity accompanied by faith and worship.
Therefore, one's religion is an expression of
his final attitude towards the universe, the
meaning, and the brief aim of all his awareness
of everything (Edward Caird in Jalaluddin
Rachmat, 2004: 51).
In al-Quran, al-Din has connotations of
meaning commensurate with al-Jaza
(recompense), al-Ibadah (Worship or
 Mulyadi; The Study of Religious Psychology…
devotion), at-Thaat (obedience or loyalty), al-
Qanun al-Samawi (heavenly laws or the rules
of Allah), al-Qanun ad-Dunya (laws of the
earth or regulations for humans), al-Tauhid
wal Istislam (monotheism or surrender), an-
Nashihah (advice).
Some of the meanings above indicate
that al-Din (religion) has meaning and broad
scope. al-Din contains an unlimited scope, not
just beliefs, but includes all attitudes and
behavior as well as the procedures for the
association of life from all aspects of human
life, including: 1) Teaching the existence of
day of recompense against every human deed
done during his life in this world. 2)
Establishing the obligation to devote oneself to
Allah SWT. 3) Being a rule in the association
of life as a task of the Caliphate of humans
with each other. 4) Teaching humans to always
correct themselves. 5) Being the basis for
forming the noble deeds of humans.
From the various definitions of religion
as described above, it is increasingly clear that
religion is a set of rules that govern the
procedures of life so that the development of
human relations with God, humans with other
fellow human beings who starts from
understanding the concept of self then
regulating human relationships between
creatures created by God and humans with
nature and the environment
.
On the other hand, (Muhaimin, 1989:
13) religion can also be interpreted as
provisions or regulations that must be obeyed
by all the provisions and consequences
contained in these laws. This is in accordance
with the opinion of the scholars who explain
that bringing religion is the rule of God, which
is given to humans that contain belief systems,
worship systems and systems of human life, to
achieve happiness in the world and the
hereafter.
Zakiah Daradjat (in Ramayulis, 2002:
5) explains that examining the influence of
religion on people's attitudes and behavior or
the mechanisms that work within a person,
because the way a person thinks, behaves,
261
reacts and behaves, enters into the construction
of his personality.
Meanwhile, according to Jalaluddin (in
Ramayulis, 2002: 6) explains that the
psychology of religion is a psychology that
specifically examines the attitudes and
behavior of a person that arises from the
beliefs that he adopts based on a psychological
approach. In addition, the psychology of
religion does not have the right to prove
whether or not a religion is true, because
science does not have the technique to
demonstrate such things both now and in the
future, science cannot prove the absence of
God, because there is no empirical technique
for proving the existence of symptoms that are
not empirical, but something that cannot be
proven empirically does not mean there is no
soul.
Usually people who understand about
religion and diligently carry it out in their daily
lives, their morals can be justified. Conversely,
people whose morals are not good, usually the
belief in their religion and the practice and
appreciation of religion is less realized or does
not exist at all. Seeing from problems like that,
(Sururin, 2004: 2) finally a lot of psychology
discuss or study about religion. Much research
has been carried out to reveal human behavior
in relation to religious life.
Thus, from some of the above
explanations regarding the understanding of
the psychology of religion, it can be concluded
that the psychology of religion is a branch of
psychology that discusses the extent of
influence, as well as religious attitudes
towards one's soul that can be measured
through one's behavior and or a group of
people in arranging life done through
psychological approaches. In addition, the
study of the psychology of religion also seeks
to studyand examine the relationship between
one's religious attitude and also a group of
people towards behavior, as a manifestation of
the appreciation and practice of the teachings
of the religion they believe in.
262 International Conference on Islamic Education ICIE 2019
The Objectof Study of Psychology of
Religion
The psychology of religion is a part of
the overall study of psychology, which
discusses psychiatric problems related to one's
beliefs. Religion, which is often used as an
alternative solution for life's problems, is very
important for humans. Because with human
religion can resolve the turmoil associated
with the soul and their practical life. Wealth,
position, power and all forms of worldly
pleasures are no guarantee for humans to be
able to solve problems in their lives. It is better
to pay attention to the words of the wise with
the religion of life more directed, with the
science of living easier, with the art of life
feels beautiful with faith and Islam life
becomes a blessing, with devotion to God life
will be more qana'ah (grateful).
As an autonomous scientific discipline,
(Jalaluddin, 2015: 12) the psychology of
religion has its own study which is
distinguished from disciplines that study other
religious problems. Its study focused on
understanding religious behavior using a
psychological approach.
Furthermore, Zakiah Daradjat stated
that the field of research in the psychology of
religion includes the process of religion,
religious feelings and awareness with the
effects felt as a result of belief (towards a
religion that is adhered to). Therefore
according to Zakiah Daradjat (in Jalaluddin,
2005: 15) the scope of the field of study of
religious psychology includes the study of:
1) Various emotions that spread outside the
consciousness that accompany the
religious life of ordinary people (general),
such as relief and peace after prayer, a
sense of release from inner tension after
praying or reading the holy verses of
Qur’an, a feeling of calm, resignation and
surrender after remembrance of Allah
when experiencing the sadness and
disappointment.
2) What is the feeling and experience of an
individual towards his Lord, for example
peace of mind and inner relief.
3) Studying, researching and analyzing the
influence of belief in the existence of life
after death (afterlife) in each person.
4) Researching and studying people's
awareness and feelings towards beliefs
related to heaven and hell and the sins and
rewards that contribute to their attitudes
and behavior in life.
5) Researching and studying how the
influence of one's comprehension on the
holy verses of Qur’an of his inner relief.
All of the above studies according to
Zakiah Daradjat are included in religious
awareness and religious experience. Religious
awareness is an aspect of religion that is
present (felt) in the mind which is a mental
aspect of religious activity. While religious
experience is an element of feeling in religious
awareness, that is, feelings that lead to beliefs
produced by actions (amaliyah). Therefore, the
psychology of religion does not interfere with
all kinds of problems concerning the main
beliefs of a religion, or whether religious
beliefs are right or wrong and reasonable or
not. Strictly speaking, the psychology of
religion only studies and examines the
functions of the soul that bounce and show
themselves in behavior in relation to the
awareness and experience of human religion.
It also does not include abstract (occult)
beliefs such as God, Heaven and Hell, the truth
of a religion, the truth of scriptures and others,
which cannot be empirically tested (Zakiah
Daradjat, 2006: 12).
As it is known that the psychology of
religion as one branch of psychology, is also
an applied science. The psychology of religion
in line with the scope of his studies has
contributed a lot in solving the problems of
human life in relation to his religion; how that
religious sense grow and develop in a person
at a certain age level or how religious feelings
can affect the peace of heart and various kinds
of conflicts that occur in a person so that he
becomes more obedient in carrying out his
religious teachings at all (Erhamwida, 2009:
134).
Thus the psychology of religion is to
study religious awareness in someone whose
 Mulyadi; The Study of Religious Psychology…
influence is seen in behavior and actions in his
life. The main problem in the psychology of
religion is the study of religious awareness and
religious behavior.
Benefits of Studying Psychology of Religion
The results of the study of the
psychology of religion can be utilized in
various fields of life, such as in the field of
education. Wherein in the field of education,
the psychology of religion can be used in the
religious moral and mental development of
students. In addition, it is also to find out
individual differences, so as to provide
appropriate treatment in an educational
process for the individual.
In connection with the services and
benefits of psychology of religion for the
development of Islamic education, in this
discussion, Islamic education in question is
Islamic education in a broad scope. So, it is
not limited by institutions or specific
educational fields. In this connection, Islamic
education is closely related to the psychology
of religion. Even the psychology of religion is
used as an approach in the implementation of
Islamic education.
Then the findings psychology of
religion (Saiful Akhiyar Lubis, 2007: 56)
about the development of religious feeling in
children and adolescents are also able to help
educators of Islamic education. Thus, the
psychology of religion can also function as an
auxiliary science in the field of Islamic
education. Among teachers of Islamic
education in their profession as educators will
be helped by various findings from the
psychology of religion. Various theories of the
psychology of religion have also provided
formulations regarding the process and
development of religious taste in students
according to their respective stages of
development. This is certainly a theory that
can help teachers of Islamic educationin
guiding students in the religious field.
Specifically, the psychology of religion
helps to explain the series of periods of human
soul development from the prenatal period to
old age, then as a provision for educators in
263
choosing and determining the material,
methods, and media accurately, precisely and
relevant to the stage of development of their
religious soul, so that the achievement of
Islamic education goals has been set. So, it can
be concluded that in terms of education
(pedagogical), the psychology of religion is
useful to know the stages of the development
of human religiosity, so that it can be designed
or estimated the forms and methods of
education that might be accepted by them.
The Benefits of Psychology of Religion for
the Development of Islamic Da'wah
In the field of Islamic da'wah, the
psychology of religion is instrumental in
fostering understanding, awareness, and
practice of religious teachings to the object of
da'wah. So that it will help provide a
perspective so that changes in behavior and
mental attitude of humans are in accordance
with the desired religion. From this it can be
understood that the psychology of religion is
the basis and guidelines for the methodology
of da'wah. In addition, the psychology of
religion is also useful in helping the preachers
and religious enlighteners understand the
background of human instinctive life as
individual creatures and as social beings. The
Word of Allah Almighty (Department of
Religion , 1971: 421):



Meaning:”Invite to the way of your Lord with
wisdom and good instruction, and
argue with them in a way that is best.
Indeed, your Lord is most knowing of
who has strayed from His way, and
He is most knowing of who is
[rightly] guided., (Q. S An-Nahl:
125).
The Word of God above instructs us to
do da'wah based on a policy and delivery with
an interesting verbal and through discussion or
dialogue that goes as well as possible. One of
264 International Conference on Islamic Education ICIE 2019

the policies or ways of delivering it in Islamic is needed, which is carried out together with
da'wah is by knowing the stages of religious personal coaching (Zakiah Daradjat, 1978: 15)
development that are traversed by individuals,
which can be directly known through the Islamic psychology here is defined as a
psychology of religion. In developing Islamic conscious effort made by those who have the
da'wah, the psychology of religion can be responsibility for guidance, development and
useful as follows: direction of the potential of the child so that
a) Can help to convey the message of religion they can function and act as the nature of the
or propaganda in a better way, so as to event. So, in this sense Islamic education is not
achieve the goals set. In reality, it can be limited by institutions or to certain educational
seen that many religious messages or fields. Islamic education is interpreted in a
teachings are not practiced, even rejected broad scope.
by someone because the delivery of these
As for what is meant by being
teachings does not understand the
responsible in this sense is parents. While the
individuals they face.
teachers or other educators are an extension of
b) Can optimize the achievement of the
the parents. That is, whether or not the
objectives of Islamic da'wah. This can be
teachers or educators chosen by parents to
seen from the example, that the discovery
educate their children is entirely the
of someone who converted, because of the
responsibility of parents. So Islamic education
way the delivery of preaching to him is
puts its foundation in the household. Along
very appropriate to him, even though the
with that responsibility, parents and teachers in
contents of the preaching delivered is very
Islamic education function and act as coaches,
simple.
mentors, developers and potential directors of
c) Submission of religious messages or
children so that they become devoted and loyal
preaching using the psychology of religion,
servants of God, in accordance with the nature
will minimize the negative effects that may
of human creation.
occur as a result of differences in teachings
and beliefs between religious communities. Word of Allah Almighty (Department of
Religion 1978.: 13)
Understanding religion alone without
understanding the psychology of religion in a

pluralistic society or adhering to various
beliefs is feared that it will allow excessive
fanaticism to occur in a particular religion or 
teaching. Because generally adherents of a
religion or a belief assume that his religion is 
the most correct, outside the religion is wrong
Meaning:And [mention, O Muhammad], when
or misguided.
your Lord said to the angels, "Indeed, I will
make upon the earth a successive authority."
The Benefits of Psychology of Religion for
They said, "Will You place upon it one who
Educators
causes corruption therein and sheds blood,
while we declare Your praise and sanctify
Good religious teachings are not
You?" Allah said, "Indeed, I know that which
enough just to be known and understood.
you do not know." "(QS Al-Baqarah:30).
Religion will influence and help to determine
mental health if religion is implemented in life.
In addition, the implementation of such
The implementation of religion in that life, is
educational activities is implemented from the
not just to implement it, but must be controlled
age of the baby in the cradle to the end of life
and guided by religion. Maybe religion
according to the guidance of the Prophet.
becomes the determinant of happiness and
Islamic education in the context of
peace of life when religion enters into
understanding as continued by the Prophet.
personality. For this reason Islamic education
 Mulyadi; The Study of Religious Psychology…
This is what is meant by Islamic education in
the full sense. In this connection, Islamic
education is closely related to the psychology
of religion. Even the psychology of religion is
used as an approach in the implementation of
Islamic education. There are several examples
of how the relationship between the
psychology of religion and Islamic education
in the early development of this religion
(Jalaluddin, ....,: 24).
The psychology of religion approach in
Islamic education was in fact carried out in the
early period of the development of Islam itself.
The function and role of both parents as the
closest example to children have been
recognized in Islamic education. Even the
religion and beliefs of a child are considered
very dependent on the exemplaryness of their
parents. Not surprisingly, Sigmund Freud
states that the diversity of children is patterned
from the behavior of their fathers.
A father who is drunk and often treats
his child harshly will leave an imprint on the
child, including his attitude towards religion.
Likewise, a father who is religious and treats
his children with affection will also leave an
imprint on the child. This influence Sigmund
Freud is called the father image. Good and bad
of the image of the father will also influence
religious attitudes in children. Kissing children
as exemplified by the Apostle, is part of the
Islamic education he exemplifies to his people
as an example for parents.
In the view of Islam, since birth,
humans have been given the potential for
diversity. This potential is only in a simple
form, namely in the form of a tendency to
submit and serve Allah Almighty. So that this
tendency to submit and serve is not wrong, it is
necessary to have external guidance because
the nature of the parents is the first guide the
child first recognizes. Therefore, Rasulullah
SAW, emphasize that guidance on the
responsibilities of both parents.
Because of the importance of that
guidance, so Rasulullah SAW stresses that it is
the responsibility of both parents. Parents are
charged with responsibility to guide the
265
religious potential (fithrah) of their children,
so that they are formed to be real and true. It is
hoped that they will form religious awareness
and religious experience. Children are given
guidance in order to understand, to "who" they
are obliged to submit to, and to know the
procedures as a form of expression of the
submission.
The learning process will be perfect and
successful when certain principles are fulfilled.
Sometimes, the learning process stumbles.
Sometimes it fails when these principles are
not fulfilled. If we learn the methods used by
the Koran in preaching monotheistic beliefs,
educating the believers, and instilling Islamic
principles and values in themselves, we can
undoubtedly be able to multiply several
important principles, regarding the learning
process used by Al-qur’an in changing the
behavior of the believers and teach them the
Islamic creed and values (Muhammad Utsman
Najati, 2005: 268)
Mukti Ali, the former Minister of
Religious affairs, once said that if a husband
manages to educate his wife in the household,
it indicates that a husband has succeeded in
educating a family and / or household which is
the smallest community unit. The success of
the household and / or family in educating
small community units indicates that family
education has succeeded in educating a small
community unit which is a part of the nation
and state society. That is the importance of
household education, especially household
education within the frame of Islamic
education that is lived up to and exemplified
with religious moral values (religiosity) as the
first education that is passed and experienced
by children
CONCLUSION
Based on the description that has been
described above, it can be concluded as
follows:
1) Psychology of religion consists of the
words psychology and religion. Psychology
means the scientific study of human
psychiatric symptoms. The psychology of
religion is a branch of psychology that
studies, studies and explores as well as
266 International Conference on Islamic Education ICIE 2019
examines human religious behavior and the
relationship with beliefs in their religion
and is closely related to the period of
development. In addition, the psychology of
religion is a part of the study of psychology
as a whole discussing psychological issues
related to one's beliefs. Psychology of
religion studies religious awareness in
someone whose influence is seen in
religious behavior and actions in one's life.
The main problem in the psychology of
religion is the study of religious awareness
and religious behavior.
2) The object of study from the psychology of
religion includes emotions, such as relief
and peace after practicing his religious
beliefs and one's feelings and experiences
in establishing a relationship with his god
while at the same time can be used as a
scientific study to measure how much
influence the religious image manifested in
the attitudes and behavior of religious
people.
3) The benefits of studying religious
psychology for educators is that educators
can predict human behavior, control and
direct the behavior in a better direction, so
that students can be directed towards a
better path, according to their age level and
developmental tasks.
REFERENCES
Ahyadi, A. Aziz, 2010, Psikologi Agama,
Bandung: Mariana
Arifin, Bambang Syamsul, 2008,Psikologi
Agama, Bandung: Pustaka Setia
Daradjat, Zakiah, 1978, Pembinaan Jiwa /
Mental, Jakarta: Bulan Bintang, Indonesia
_____________, 2006, Ilmu Pendidikan
IslamJakarta:Bumi Aksara
Departemen Agama RI, 1971, Al-Qur’an dan
Terjemahannya, Jakarta: Yayasan
Penyelenggara Penterjemah/ Pentafsir Al-
Qur’an
Erhamwida, 2009, Konseling IslamiI,
Yogyakarta: Graha Ilmu Yogyakarta
Gustavwiranata: Psikologi Agama Sebagai
Disiplin Ilmu, 2012, p. 3,
http/gustavwiranata.blogspot.co.id.
Jalaluddin, 2005, Psikologi Agama Jakarta:
PT. Rajagrafindo Persada
Jalaluddin, 2015, Psikologi Agama edisi revisi
2015, Jakarta: PT Rajagrafindo Persada
Jaya, Yahya, 2014, Wawasan Profesional
Konseling KSKK Islam,Padang: Hayfa
Press
Lubis, Saiful Akhiyar, 2007, Konseling Islami,
Yogyakarta: Elsaq Press
Mahmud, Rois, 2011, Al-
Islam,Jakarta:Erlangga
Muhaimin, 1989, Problema Agama dalam
Kehidupan Manusia, Jakarta:Kalam Mulia
Najati, Muhammad Utsman, 2005, Psikologi
Dalam Al-Quran Terapi Qurani dalam
Penyembuhan Gangguan Kejiwaan,
Badung: CV Pustaka Setia
Rakhmat, Jalaluddin, 2004, Psikologi Agama
Sebuah Pengantar, Jakarta: Mizan
Ramayulis, 2002, Pengantar Psikologi Agama,
Jakarta: Kalam Mulia
________, 2011, Psikologi Agama,Jakarta:
Klam Mulia
Rochman, Deny, “Objek Kajian Psikologi
Agama,” demofat-news.blogspot.com,
http://padenulis.blogspot.co.id/2009/10/ob
yek-kajian-psikologi-agama.html, 08
September 2016
Sururin, 2004, Ilmu Jiwa Agama. Bandung:
Grafindo
Thouless, Robert H.. 1992, Pengantar
Psikologi Agama, Jakarta: Rajawali Press
 Abu Anwar, Ines Yuwandari, Rian Vebrianto, Zarkasih; Analyzing Preservice Teacher…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

Analyzing Preservice Teacher Understanding on Genetic Code

based on Surah An-Najm Verse 32

Abu Anwar *)
Universitas Islam Negeri Sultan Syarif
Kasim Riau, Pekanbaru, Indonesia
Ines Yuwandari
Universitas Islam Negeri Sultan Syarif
Kasim Riau, Pekanbaru, Indonesia
Rian Vebrianto
Universitas Islam Negeri Sultan Syarif
Kasim Riau, Pekanbaru, Indonesia
E-mail: rian.vebrianto@uin-suska.ac.id
Zarkasih
Universitas Islam Negeri Sultan Syarif
Kasim Riau, Pekanbaru, Indonesia
*) Corresponding Author
Abstract: In religious life, living things are widely used as
illustrations in the form of stories and parables to the things that
lead to human genes to get the message of Allah SWT. As
widely known that DNA codes for protein, genetic code is an
essential element of life, according to which RNA molecules
replicate themselves precede life. This study is a survey research
that used a questionnaire as an instrument. It is known by the
researchers that the preservice teachers participated in this study
have good understanding, especially in genetic code material.
However, there are 4 concepts that are not in accordance with the
theory: Code or codons are nucleotide groups, centromere is
located at the end of chromosomes so that they only have one
arm and are straight such as the stem, the location of the
centromere, and chromosomes are divided into four parts. The
questions about those concepts should be answered according to
the theory instead of being answered inappropriately. In fact,
some questions that should be answered not according to the
theory were answered with the statements as can be seen on
Table 2 point three about 20 different amino acids added into
polypeptide during the translational phase. This research is
aimed to combine learning process with Quran, Surah An-Najm
verse 32, so that students can learn science and Islam
comprehensively.

Keywords: Genetic code, student understanding, scientific integration

INTRODUCTION emergence of the genetic code is closely related

The genetic code, or what is often
called a codon, is a way of coding nucleotide
sequences in DNA or RNA to determine the
amino acid sequence at the time of protein
synthesis ( Yuwono T, 2005 : 34) . In each cell
there are thousands of chemical reactions and
enzymes that regulate the course of all
reactions. Because DNA encodes a protein, it
will determine what enzymes are produced and
will ultimately determine the chemical
reactions that occur in the cell. So the genetic
code is a key part of the life story, according to
which the self-replicating RNA molecule
precedes life as we know it. The main
hypothesis for the origin of life is the RNA
world hypothesis. Any model for the
to the transfer model from ribozymes (RNA
enzymes) to proteins as the main enzymes in
cells. In line with the RNA world hypothesis,
the transfer of RNA molecules appear to have
evolved before modern aminoacyl-tRNA
synthetase, so RNA molecules cannot be part
of the pattern explanation ( Dale JW & Park
SF, 2004: 78) .
The translation of mRNA into protein is
carried out in the encoding section flanked
by the initial codon (AUG) and the final
codon (UAA, UAG or UGA). This segment is
called a gene. Codons in the mRNA molecule
can encode amino acids with the help of codon
interpretation by tRNA. Each tRNA carries one
type of amino acid in accordance with three

267
268 International Conference on Islamic Education ICIE 2019

sequences of nucleotides or triplets called METHOD

anticodons that are in the anticodon node of the
tRNA. Anticodons bind complementary to the
codon in mRNA, so that the amino acids
carried by tRNA corresponds to the codon in
Mrna ( Jusuf M, 2001 : 23).
Areas that do not produce genetic codes
(non-coding regions) of the chloroplast genome
have become the primary choice in the field of
molecular phylogenetics of flowering plants
(Borsch et al, 2003; Hamilton et al., 2003). The
area is a single copy of one of the parent plants,
so that the orthology of the nucleotide sequence
can be detected clearly, because the possibility
of recombination between genomes in each
plastide is very small. The trnL-T gene
sequence is one of the genes in the chloroplast
genome and has been widely used to examine
evolutionary relationships at various taxa
levels. Tarbelet et al., 2007). In learning
science in elementary schools, especially
genetic code material, presentation and
delivery of material is only conveyed publicly
and scientifically, and there is no review of
miracles from Allah to humans. Then it should
be combined with the verses of the Qur'an in
surah An-Najm: verse 32 which means:
"(Ie those who avoid great sins and
heinous acts, except small mistakes. Truly,
your Lord is vast in His forgiveness. He knows
about you, since he made you from the ground
then when you were a fetus in your mother's
stomach. So don't you consider yourself pure?
He knows about the righteous "(QS An-Najm:
verse 32).
Table 1. Results of Analysis of True (Positive) Categories
The type of research used
is survey research. This research was conducted
at Riau University. The study was conducted
on June 10, 2019. The research subjects were
undergraduate biology majors in the 4th
semester. The data collection method used was
a questionnaire ‘Analysis of Science Students
Understanding of the Gene Tick Code on Surah
An-Najm Article 32’. The stages of the
research include questionnaire making,
distribution and filling by respondents, and
then data analysis.
Data collection technique in this study is
a Likert scale questionnaire about the genetic
code and its relationship to the Qur’an and
Science. The research stage used is quantitative
descriptive. Data analysis is done to classify
data, test hypotheses, analyze findings and
make conclusions.
RESULT AND DISCUSSION
After distributing the questionnaire, the
researchers conducted data analysis using the
SPPS 16.0. The questionnaire was distributed
to 30 respondents selected randomly. The
questionnaire distributed consists of
15 questions. These include nine true questions
(positive) and six false questions
(negative). The results of the questionnaire can
be explained in Table 1 below:

No Statement According to N STS TS TT S. SS The True

the concept mean category
1 He made you from the ground Corresponding 30 0 2 0 8 20 4.00 Correct
then when you were a fetus in
your mother's stomach
2 Codes or codons are nucleotide Corresponding 30 1 15 10 4 0 3.43 misconception
groups
3 The genetic code is composed of Corresponding 30 0 0 12 9 9 3.90 Correct
a sequence of bases - a nitrogen
4 UGA is a themed condom Corresponding 30 0 0 2 18 10 4.27 Correct
5 The centromere is part of the Corresponding 30 0 0 3 20 7 4.13 Correct
DNA strand
6 The centromere is located at the Corresponding 30 9 8 4 6 3 2.53 Misconception
end of the chromosome, so the
chromosome has only one arm
and is straight like a rod
 Abu Anwar, Ines Yuwandari, Rian Vebrianto, Zarkasih; Analyzing Preservice Teacher…
No Statement According to N STS
the concept
7 Chromosomes in eukaryotic Corresponding 30
organisms are composed of
DNA and RNA
8 Satellites, not always on every Corresponding 30
chromosome, are an additional
part of the end of the
chromosome
9 The location of the centromere, Corresponding 30
chromosomes are divided into
four parts
Total 270
Table 1 states that the statement 1 that
he made you from the ground then when you
were a fetus in your mother's stomach is a
statement that is in accordance with the
concept. From 30 prospective teachers, this
article finds that Very Disagree is about 0,
Disagree about 2, Don't Know about 0 , Agree
about 8, Strongly Agree about 20. This means
that 20 people understand about the statement
while those who agree with the statement are 8
people, then 2 people do not agree.
From statement 2, code or codon which
is a group of nucleotides is a statement that is
in accordance with the concept. It is known
from 30 prospective teachers that 5 of them
chose Strongly Disagree, 15 of them chose
Disagree, 2 of them chose Don't Know, 7 of
them chose Agree, 1 of them chose Strongly
Agree. This means that 15 people have a lack
of understanding about the statement while
those who agree with the statement are about 7
people, 5 people do not agree, then 1 person
strongly agrees.
From statement 3, the genetic code
which is derived from the sequence of bases - a
nitrogen- is a statement that is in accordance
with the concept. It is known from 30
prospective teachers that Strongly Disagree is
about 0, Disagree about 0, Don't Know about
12, Agree about 9, Agree about 9. This means
that 12 people have a lack f understanding
about the statement while 9 people agree with
the statement. 9 people strongly agree. This
statement means that more than half of the
respondents understood the statement.
269
TS TT S. SS The True
mean category
1 1 10 11 7 3.73 Correct
0 0 1 23 6 4.17 Correct
5 2 3 14 6 3.47 misconception
16 28 45 113 68
From the statement 4, UGA which is
condom termination is a statement that is in
accordance with the concept. It is known from
30 prospective teachers that it is 0 person
Strongly Disagrees, 0 person Disagrees, 2
people Don't Know, 18 people Agree, 10
Strongly Agree. This means that 18 students
understand about the statement while 10
students strongly agree with the statement. And
2 people do not know. This statement means
that almost 30 respondents understood the
statement.
From the statement 5, Sentromer that is
part of the DNA strand is a statement that is in
accordance with the concept. It is known from
30 prospective teachers that 0 person Strongly
Disagrees, 0 person Disagrees, 3 people Don't
Know, 20 people Agree, 7 people Strongly
Agree. This means that 20 people understand
about the statement while 7 people strongly
agree with the statement, then as many as 3
people do not know.
From the statement 6, Sentromer is
located at the end of the chromosome, so that
the chromosome has only one arm and is
straight like a rod. This statement is in
accordance with the concept. It is known from
30 prospective teachers that 9 of them select
very agree, 8 of them Disagree, 4 of them Don't
Know, 6 of them Agree, and 3 of them
Strongly Agree. This means that 9 people have
a lack of understanding about the statement
while 8 people disagree with the statement. 6
people agree, 4 people don't know, then 3
people strongly agree.
270 International Conference on Islamic Education ICIE 2019

From statement 7, Chromosomes in means that 9 people have a less understanding

eukaryotic organisms made up of DNA and
RNA is a statement that is in accordance with
the concept. It is known from 30 prospective
teachers that 1 person Strongly Disagrees, 1
person Disagrees, 10 people Don't Know, 11
people Agree, 7 Agree. This means that 11
people understand about the statement while 10
people are not aware of the statement. 7 people
strongly agree, 1 person disagrees, and 1
person strongly disagrees.
From the statement 8, satellites do not
always exist on every chromosome, an
additional part at the end of the chromosome is
a statement that is in accordance with the
concept. It is known from 30 prospective
teachers that 9 people are Very Disagree, 8
people Disagree, 4 people Don't Know 4, 6
people Agree, 3 people Strongly Agree. This
about the statement while 8 people disagree
with the statement, 6 people agree, 4 people do
not know, then 3 people strongly agree .
From the statement 9, Sentromer that is
part of the DNA strand is a statement that is in
accordance with the concept. It is known from
30 prospective teachers that5 people Strongly
Disagree, 2 people Disagree, 3 people Don't
Know, 14 people, and 6 people Strongly Agree.
This means that 14 people understand about the
statement while 6 people strongly agree with
the statement. 5 people strongly disagree, 3
people do not know, and 2 people do not agree.
There are 3 concepts that result
misconceptions on prospective teachers,
namely concepts number two, six and
nine. Furthermore, for the wrong questions can
be seen in Table 2 below:

Table 2. Incorrect Category Analysis Results

No Statement According N STS TS TT S. SS The True

to the mean category
concept
1 The genetic code is a It is not in 30 1 15 10 4 0 3.43 False
nucleotide sequence accordance
at H2O with
2 The genetic code can It is not in 30 17 10 1 1 1 4.37 False
be divided into codes, accordance
codons and carbon with
dioxide
3 20 different amino It is not in 30 5 2 2 11 10 2.37 misconception
acids are inserted into accordance
the polypeptide with
during the
translational phase
4 For men is 46, XX or It is not in 30 6 10 11 2 1 3.60 False
can be written also 44 accordance
+ XY. For women is with
46, XL or can be
written also 44 + XL
5 Purine and primidine It is not in 30 7 16 5 2 0 3.93 False
bases are related to accordance
ribose sugar to form with
carbon dioxide
6 Gene expression is the It is not in 30 10 16 2 2 0 4.13 False
process of translating accordance
information encoded with
in genes into amino
acid sequences during
protin synthesis
Total 30 46 69 31 22 12
 Abu Anwar, Ines Yuwandari, Rian Vebrianto, Zarkasih; Analyzing Preservice Teacher…
Based on Table 2 , statement 1 is
that the genetic code is a nucleotide sequence
in H2O, which is a statement that is
incompatible with the concept. From 30
prospective teachers, 1 person strongly
disagrees, 15 people disagree, 10 people don't
know, 4 people agree, 0 strongly agrees. This
means that 15 people do not understand the
statement while there are 4 people have
misconceptions, then 10 people do not know,
and 1 person strongly disagrees. Based on
statement 2, the Genetic Code can be divided
into codes, codons and carbon dioxide, is a
statement that is incompatible with concept. It
is known that, from 30 prospective teachers, 17
people strongly disagree, 10 disagree, 1 person
does not know, 1 person agrees, 1 agrees, 1
strongly agrees. This means that 17 people
understand the statement while those who
disagree are 10 people, 1 person does not
know, 1 person agrees, and 1 person strongly
agrees. Based on statement 3, Code 20 is
different amino acids inserted into the
polypeptide during the translational phase. This
statement is incompatible with the concept.
From 30 prospective teachers, 5 people
strongly disagree, 2 disagree, 2 don't know, 11
agree, 10 strongly agree. This means that 9
people do not understand the statement while
21 people have misconceptions categorized
agree and strongly agree. Based on statement 4,
for men is 46, XX or can be written also 44 +
XY. For women is 46, XL or 44 + XL can also
be written, is the statement which is not in
accordance with the concept. It is known that
from 30 prospective teachers 6 people strongly
disagree, 10 disagree, 11 do not know, 2 agree,
1 strongly agrees. This means that 11 people do
not understand the statement, while there are
misconceptions of 3 people, then 10 people
disagree, and 6 people strongly disagree. Based
on statement 5, the purine and primidine bases
associated with ribose sugar form carbon
dioxide, is a statement that is incompatible with
the concept. From 30 prospective teachers, 7
people strongly disagree, 16 disagree, 5 don't
know, 2 agree, 0 agree strongly agrees. This
means that 16 people do not understand the
statement while there are 2 people have
misconceptions, then 5 people do not know,
and 1 person strongly disagrees.
271
271
Based on statement 6, the Gene
Expression Code which is a process of
translating information encoded in genes into
amino acid sequences during proto synthesis, is
a statement that is incompatible with concept.
From 30 prospective teachers, 10 people
strongly disagree, 16 disagree, 2 don't know, 2
agree, 0 totally agrees. This means that 16
people do not understand the statement while
there are 2 people having misconceptions, then
10 people strongly disagree. In this incorrect
statement, the concept may cause
misconception is statement number three,
namely 20 different amino acids inserted into
the polypeptide during the translational phase .
CONCLUSION AND
RECOMMENDATION
Based on the description above, this
article can be concluded that the understanding
of IPA (Natural Science) student about Genetic
Code in An-Najm verse 32 is in the category
of good but there are four concepts that are
inconsistent with the theory that the statement
relates to: Code or codon is a group of
nucleotides , centromere located at the end
chromosome, so that the chromosome has only
one arm and is shaped straight like a stem , and
the location of the centromere, chromosomes
are divided into four parts , which should be
answered according to theory instead of
answering many that do not match with it. In
fact there should be answered incorrectly
according to the theory instead of answering as
statement of Table 2 number three, i.e 20
different amino acids are inserted into the
polypeptide during the translational phase. As a
result, it is expected that students can focus
more on understanding the genetic code
material.
REFERENCES
Gronlund, N.E. & Linn, R.L. (1990).
Measurement and evaluation in teaching.
(6thed.). New York: Macmillan.
Dale JW & Park SF (2004). Unsur-unsur
penelitian ilmiah. Dalam Masri
Singarimbun (Ed.). Metode penelitian
survei. Jakarta: LP3ES.
272 International Conference on Islamic Education ICIE 2019

Jusuf M. (2001). Statistika nonparametrik Retnawati, H. (2014). Teori respon butir dan
terapan. (Terjemahan Tri Kuntjoro). penerapannya. Yogyakarta: Nuha
Jakarta : Gramedia. Medika.
Suyanto, S (2009). Keberhasilan sekolah dalam Yuwono T. (2005). Pengembangan model
ujian nasional ditinjau dari organisasi pembelajaran matematika berbasis
belajar. Disertasi, tidak dipublikasikan. masalah untuk siswa SMP. Jurnal Riset
Universitas Negeri Jakarta. Pendidikan Matematika, 1(1), 88-97.
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from http://journal.uny.ac.id/index.php/jr
improving mechanism of fungal alpha-
pm/article/view/2667
amylase. Journal of Biological
Education,26 (1), 14-17.
 Honesty Trilla, Desvalini Anwar; Students’ Oral Classroom Participation…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

Students’ Oral Classroom Participation: What Influences Them

to Speak Up?

Honesty Trila*) Abstract: Studies on oral participation in the English classroom

Universitas Negeri Padang, Indonesia
E-mail: honesty_trila@gmail.com
Desvalini Anwar
Universitas Negeri Padang Indonesia
E-mail: desvalinianwar@yahoo.co.id
*) Corresponding Author
have been recently conducted. These reveal that there is a
growing awareness that oral participation can have consequences
beyond the success of language learning. Factors that influence
students’ oral classroom participation might vary. This research
is mainly attempted to identify the factors that influence
students’ oral classroom participation in English classroom. A
qualitative study was employed where the data taken from
observation and questionnaire to 54 students of English Tadris
Department at Universitas Islam Negeri (UIN) Imam Bonjol
Padang. The result of the study showed that factors related to
Role of Faculty, logistics, grading and personality traits gave
strong influence toward students’ oral classroom participation.
Specifically, interesting topic selection and supportive
classmates impact the level of their participation. Thus, it is
expected that this research, considering the influenced factors,
can give contribution to English lecturers, the other researcher,
and the students on how to promote the level of participation
become more active, confident, and creative to participate in
classroom orally.

Keywords: Oral classroom participation, influencing factors

INTRODUCTION attention level to the lesson. This is because

Being in the classroom, both teachers
and students perform a variety of different
types of actions to accomplish classroom
activities. Among these actions, classroom
participation is a fundamental interactional
and pedagogical task in which students
display their involvement. Besides,
participating in classroom discussion and
responding to teacher’s questions seem to be
an indication of learning for many teachers.
Those are also the ways for students to show
their participation in the classroom.
In the university level, participation
between lecturers and students is integral in
the process of learning. Students, who are
actively involved in classroom participation,
will reflect their higher satisfaction and
students will learn how to think critically and
enhance their intellectualdevelopment if they
are an active participant in the classroom.
There are several reasons why oral
participation is important in the process of
learning. Two research conducted by Lim
(1992 cited in Nunan, 1999, p.48) and Tsou
(2005:47) have both shown that the students’
classroom participation is related significantly
to the improvement in language proficiency.
It can be seen from students’ behaviors or
actions during the teaching and learning
process at class. When students speak up in
class, they learn to express their ideas in a
way that others can understand and when
students ask questions, they correspondingly
learn how to obtain information to enhance
their own understanding of a delivered topic.

273
 274 International Conference on Islamic Education ICIE 2019
Therefore, students participate actively in
class shows that their academic achievement
seems to be higher than those who are passive
in class participation. In addition, the
importance of oral participation in classroom
discussionsand know very well the extent to
which the students’ engagement and
involvement in the presentation of lessons is
vital because it helps them practice and
develop their speaking skill as well.
Regarding students’ involvement in
their classroom participation, some students
prefer to overtly speak and participate orally
in the class, while others may just sit and
follow what is happening in the class, without
being particularly active in the session. In this
case, it cannot be claimed that those passive
students who do not speak are not
participating in the class. Yet, it is essential to
investigate the factors why some students
participate, and other students do not.
From the preliminary observation
during the General Speaking class in
Tarbiyah Faculty of UIN Imam Bonjol
Padang, regarding the lecturer-student talk in
discussion, some students were active in
participation orally and some were not. For
those who tended to be passive, being shy and
afraid to make mistake were the things that
indicating their passiveness. While explaining
the lesson, student with non-verbal
attentiveness was positively associated with
engagement. They kept good eye contact and
nodded head in responding lecturer’s talk.
The good ones were the ones who sit in front
row of sitting management at class. The
lecturer was quite communicative and
friendly to the students. He approached each
student by coming closer to students. Those
were some items of factors that might
influence students’ oral participation at class
such as; students’ confidence, language
proficiency, sitting management, and
lecturer’s trait.
There have been a variety of reasons
identified in prior studies as having influence
in students’ classroom participation.Based on
the preliminary research previously, in this
research the writer combined and chose the
opinion from the experts that related to factor
influencing students’ oral classroom
participation.
The first factor lies in the personality
traits of the students.In personality traits,
students, as individuals, differ in personalities
and not everybody is the same. Confidence is
a key trait that students struggle with and has
a direct effect on participation (Weaver & Qi,
2005).Anxiety and nervousness inhibit
students from communicating instead of
building their confidence through
participation.Research has shown that this is
linked to classroom apprehension which can
be mitigated by allowing students to prepare
for discussion prior to class.
The second important factor that
affects the students to participate active orally
is logistics factor. This consists of classroom
size, sitting arrangement, and type of the
course (Rocca, 2010). Karp and
Yoels (1976) found that while the number of
students who participate in any given
classroom is often the same, courses which
have more than 40 students have fewer
overall interactions per class period.Seating
arrangement is another logistical variable
which impacts student
participation. Traditional row and column
seating (Browers, 1986) allows for less
participation than a U-
shaped/circular/semicircular arrangement
(Fassinger,1995b; Ferguson, 1986; Fritschner,
2000).The type of course can have an impact
on whether students participate. Students are
more likely to ask question, give idea and
comment to the interested topic delivered at
classroom.
Grade and the role of faculty are the
third and the fourth factors influencing
students’ oral classroom participation.
Grading is an effective method that can be
used to increase levels of participation. If
participation has a positive impact on a
student’s grade, they are more likely to
participate in classroom discussion
(Fassinger, 2000:32). Boniecki and Moore
(2003) suggested that offering extra credit
might be a better way to reward participation
 Honesty Trilla, Desvalini Anwar; Students’ Oral Classroom Participation…
than giving a separate grade. And the last one
is role of faculty. Lecturers are seen as the
leaders of authority within the classroom, the
way they build their relationships with
students is critical in getting them to
participate.
Classes with higher participation
levels perceive their professors to be
approachable, inclusive, promoters of
discussion, and supportive (Fassinger,
2000).Positive classmates’ trait factor is one
important finding from the study by Siti
Maziha, Nik Suryani&Melor (2010) on
undergraduate students in the classroom of a
university in Malaysia. There found that the
traits shown by peers or classmates play an
important role in providing incentives for
students to participate in class discussions.
In Indonesia, studies on English
classroom participation have been scant.
Theresa Benedicta W investigated on Factors
Contributing to Students’ Reluctance to
Participate in English Class in 2015. The
study focused mainly on students’ motivation
and anxiety of junior high school in Central
Java. The result showed that the reason why
students in SMP Stella MatutinaSalatiga are
reluctant because the students avoid class
activity, some of them were having trouble
with anxiety and motivation. Another
research was conducted by FitriAyuWandika
(2014) at SMA Pertiwi Padang. The title of
her research is the Students’ Reluctance to
Speak in English Classroom Interaction at
Senior High School and it exposed that
linguistic factor and social factor were the
dominant factors.
Both studies above were done in
Junior and Senior high school level of
education in Indonesia. As Fassinger (1995)
has observed that research on participation is
“dominated by studies of children; less is
known about the dynamics of classrooms
containing adults or young adults” (p.25).
Moreover, both previous studies observed the
cause or factors of students who do not
participate at class. Thus, first, there is a
lacking in the literature that searched for
evidence in university classrooms and from
275
the perspective of students (young adults)
themselves.Afterward, from the present study,
the writer would like to emphasize the
research in exploring the factors that
influence students to participate orally at class
based on their perspective. This led to provide
an actual explanation and insight into their
feeling and perceptions.
METHOD
Students’ oral classroom participation,
as defines as the acts of involvement in the
class activities, is a subjective experience,
which varies from individual to individual. In
order to capture the diverse range of subjects’
experiences and perspectives, then, the
research design used for this study was a
qualitative research method, which is
considered an appropriate strategy as “it
begins with individuals and sets out to
understand and interpret their experiences of a
particular phenomenon.” (Cohen et al,
2000:23). Moreover, Gay (2000:16) states
that qualitative research seeks to probe deeply
into the research setting in order to obtain
understandings about the way things are, why
they are that way, and how the participants in
the context perceive them.
This research was conducted in the
Faculty of Education (Tarbiyah) at
Universitas Islam Negeri (UIN) Imam Bonjol
Padang, West Sumatra. Since writer focused
on students’ oral classroom participation in
General SpeakingClass two intact classes
of54 second-year students in the English
Department were the participants of this
research. The purposes of this study were to
find out 1) the factors that influence students’
oral classroom participation in General
Speaking Class,and2)the dominant item of
each factor that influence students’ oral
classroom participation in General Speaking
,then,observation and questionnaire were the
instruments in collecting the data. Before
using observation and distributing the
questionnaire, validating process had been
done to make sure that the observation and
questionnaire were understandable to do. The
writer did four times of observation in two
classes namely A and B started on September
 276 International Conference on Islamic Education ICIE 2019

26th up to October 12th and distributed 32 had 4 options Likert Scale (Strongly agree,
statements of questionnaire (Table 1) which agree, disagree, and strongly disagree).
Table 1. The Indicators of the Questionnaire

Variable Indicator Sub. Indicator No. Questions Total

(item)
Personality Traits Confidence 1,2,3,4,5,6,7,8 8
Anxiety
Language barrier
Factors Influencing Classroom apprehension
Students’ Oral Logistics Classroom size 9,10,11,12,13, 8
Classroom Participation Sitting Arrangement 14,15,16
Type of course
Grading Participation reward 17,18,19,20, 8
21,22,23,24
Role of Faculty Lecturer traits 25,26,27,28, 8
Classroom climate 29,30,31,32
Total 32

factor based on its classification to see how

In analyzing the data, two major
methods were used depending on the type of
data obtained from each instrument. For
example, the data from the questionnaire were
analyzed quantitatively and the data obtained
through observation sessions, on the other
hand, were analyzed qualitatively. The
quantitative data, which were in the form of
frequency distributions, were analyzed using
simple descriptive statistics, i.e. percentage.
In questionnaire with a four Likert-Scale
options, for each scale, a point will be
assigned. The points assigned for each scale
were 4, 3, 2, and 1 respectively.Based on the
percentage obtained from the calculation, it
can be classified with a score interpretation
criteria as follows:
Table 2. Score Interpretation Criteria
Range Classification
0%- 20% Very weak
21%- 40% Weak
41%- 60% Enough
61%- 80% Strong
influential the factor is. The higher the
percentage, the stronger the influence will be.
RESULTS AND DISCUSSIONS
The result of two instruments;
observation andquestionnaire show that the
students had cited four factors that influence
them to participate orally. Ranked most
influential was the role of faculty (93%). The
role faculty itself was related to positive
lecturer traits and positive classroom climate
as well. Lecturer who are friendly and
approachable as well as supportive classmates
encouraged them to participate well made
them comfortable to participate orally at class.
Logistics ranked second in the list of
most frequent factors selected as influencing
student’ participation. 85% of the students
mentioned that having interested topic
delivered at class, working in the small group,
and sitting in a U-shaped/circular/semi-
circular seat promoted their level of
participation.

81%- 100% Very Strong The third influential factor is grading

Score interpretation criteria is used to
help the writer interprets the percentage and
to see the level of influence of the most
dominant factor. The researcher only
classifies the percentage of the most dominant
(81%). In grading, students tended to be more
motivated when the lecturer grades students’
oral participation. Besides, they also
presumed that graded participation motivated
them to volunteer more frequently to
participate at class.
 Honesty Trilla, Desvalini Anwar; Students’ Oral Classroom Participation… 277

The ranked last which still remained among the students. This finding confirms the
as a very strong influential factors are results of studies done by Mustapha (2010),
personality traits. 80% of the students enjoyed Susak (2016), and Fassinger (2000). They
and felt confidents in sharing the ideas in also found that classroom instructor (lecturer,
front of the class. in order to avoid the in this case) and other classroom climate
classroom apprehension and fear, they then played an important role in shaping classroom
prepared some notes so that they know what participation.
to ask in classroom discussion.
The traits mentioned by students in
Rooted from the explanation above, this study were being encouraging,
the answer of the second research question is approachable, and understanding among the
also in line with the answer of the first lecturer, students, and peers. These were
research question. There were eight items consistent with several studies which also
followed each main factor. The dominant found that students participate more when
items of each factor can be described from the lecturer engaged in behaviors that are
following table: encouraging and supportive as well.
Table 3. The Dominant Items of Each Factor Related to the dominant items of each
Factor Item Score Percentage factors which influence their oral
(SA+A)
participation, the first ranked chosen by the
Personality S8: I prepare 137 87%
Traits some notes students was interested topic (99%), followed
so that I by supportive classmate (99%), grading the
know what participation (93%), and preparing some notes
to ask to ask (87%) ranked last. The interested topic
Logistics S16: I like to 200 99% ranked highest was in line with result study
participate
when the stated in Susak (2016:25). Course content
topic is one influenced the level of participation from
of my students as they were more willing to
interest participate if they were interested in the
Grading S17: I 171 93% subject matter being delivered.
become
more
motivated
Participation as a component of the
when students’ grade impacted heavily on the level
lecturer of participation within the classroom as was
grades confirmed by literature (Fassinger, 2000 and
students’ Susak, 2006). Students would participate
oral
participation
more in classes where they knew it would
Role of S30: 192 99% affect their final grade and was indicated in
Faculty Supportive the course policy set by lecturer in the
classmates beginning of the meeting. Thus, lecturer may
make me want to consider incorporating participation
comfortable
to participate
into their course policies as a part of their
orally grading scheme or as a form of extra-credit in
(speak) at which to stimulate and promote students’ oral
class. classroom participation in General Speaking
Class.
This study discovered that based on CONCLUSION (S) AND
the four main influential factors proposed, the RECOMMENDATION (S)
role of faculty, including lecturer’s traits and
classmates’ traits, was the most influential This research identified various
factor in encouraging oral participation factors influencing students’ oral classroom
 278 International Conference on Islamic Education ICIE 2019
participation, students’ oral classroom
behaviors, and the lecturer’s perception of
students’ oral classroom participation at
General Speaking Class at Universitas Islam
Negeri (UIN) Imam Bonjol Padang.
Regarding to research findings, first, it is
concluded that there are four factors which
influentially affect students’ oral participation
in General Speaking Class. Ranked most
influential was the role of faculty. Logistic
factor ranked second, grading factor ranked
third, and personality traits ranked last.
The second issue is about the
interested topic as the dominant item of the
influenced factor. This fact was clearly
observed during the teaching and learning
process at class which turned the students
became actively participating, raising more
ideas, and be the information seeker among
them.
Several recommendations for further
research based on the results of the study can
be highlighted regarding students’ oral
participation and the factors that contribute to
their participation. Suggestions in this case
were addressed, at first, to the lecturer of
General Speaking Class or other English
instructors. The lecturer as seen by the
students, as an authority in classroom, is
expected to be friendly, approachable, and
motivated in promoting students’
participation. This then give opportunities to
use the language freely and create effective
strategies so that they do not only develop
students’ proficiency and accuracy in the
language, but students should also be able to
use the language confidently in their everyday
life. For the students, they are suggested to be
more active in class in which all their
contributions are significantly important for
their learning outcomes.
REFERENCES
Boniecki, K. A., & Moore, S. (2003).
Breaking the silence: Using a token
economy to reinforce classroom
participation. Teaching of
Psychology, 30, 224227.
Bowers, J. W. (1986). Classroom
communication apprehension: A
survey. Communication
Education, 35, 372378.
Cohen, M. (1991). Making class Participation
a Reality. PS: Political Science and
Politics, 24(4), 699-703. Retrieved
from http://journals.cambridge.org
Fassinger,P.A.1995. Professor and Students’
Perception of Why Students
Participate in Class. Teaching
Sociology. 24. p 25-33
Ferguson, N. B. L. (1986). Encouraging
responsibility, active participation,
and critical thinking ingeneral
psychology students. Teaching of
Psychology, 13, 217218.
Fritschner, L. M. (2000). Inside the
undergraduate college classroom:
Faculty and students differon the
meaning of student participation. The
Journal of Higher Education, 71,
342362
Gay, L.R. 1987. Educational Research:
Competencies for Analysis and
Application. Ohio: Merrill
Publishing Company.
Karp, D. A. &Yoels, W.C. (1976). The
college classroom: Some observation
on the meaning of student
participation. Sociology & Social
Research, 60, 421-439.
Mustapha. M.S,. (2010). Understanding
classroom interaction: a case study
of international students’ classroom
participation at one of the colleges in
Malaysia. International Journal for
the Advancement of Science & Art.
1(2), 91-99.
Nunan, D., 1999. Second Language Teaching
and Learning. Canada:
Heinle&HeinlePublishers.
Rocca, K. A. (2009). Participation in the
College classroom: The impact of
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instructor immediately and verbal Wandika, A.F. (2014). Students’ Reluctance

aggression. The journal of to Speak In English Classroom
Classroom Interaction, 43(2), 22-33. Interaction At Senior High School A
Retrieved from http://www.jciuh.org Study At Sma Pertiwi 2 Padang.
Retrieved from jim.stkip-pgri-
Susak, Marija. 2016. Factors that Affect sumbar.ac.id
Classroom Participation. Croatia:
Rochester Institute of Technology- Weaver, R. R., & Qi, J. (2005). Classroom
Croatia. Retrieved from organization and participation:
http://scholarworks.rit.edu college students' perception. The
journal of higher education, 76(5),
Tsou, W. (2005). Improving speaking skills
570-601.
through instruction in oral
http://dx.doi.org/10.1353/jhe.2005.00
classroom participation. Foreign
38
Language Annals, 38 (1), 46-55.
doi:10.1111/j.1944-9720. Wijaya, T.B. (2015). Factors Contributing to
2005.tb02452.x Students’ Reluctance To Participate
In English Class.
 Zainul Arifin; Pragmatics in Language Learning…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

Pragmatics in Language Learning (Language Philosophy Study)

Zainul Arifin Abstract: Pragmatics is a study of language by involving various

Universitas Islam Negeri Imam Bonjol
Padang
Email:zainularifin@uinib.ac.id
aspects outside the language that can give meaning and function.
As one of the branches of linguistics that discusses the meaning of
an expression (utterance) through the context that accompanies
the expression, the context becomes the main foundation in
pragmatic analysis. With a pragmatic approach in language
learning, it is hoped that learners will be able to demonstrate their
potential and actualize their language skills in daily life. Language
learning with a pragmatic approach is also commonly called a
communicative function with a number of functions.
Communicative pragmatic approach is one of the choices of
solutions to face the demands and meet the needs that have been
outlined or determined. The pragmatic approach is based on the
function of language as a communication tool. Thus, learning
language will be appropriate when approached by means of
communicative pragmatics.

Keywords: Pragmatics in Language Learning

INTRODUCTION Mudjia Rahardjo, language is a meaningful

Language is unique. The uniqueness
of language can be seen from its existence. it
can create joy, give pleasure and happiness,
and even vice versa, bring out sadness and
melancholy. Even language according to
Mudjia Rahardjo can provide understanding
and create misunderstandings (Rahardio).
That is understandable because language is
one of the media used to express goals,
desires, feelings, thoughts and more.
Language according to Fairuzabadi,
the author of al-Qamus al-Muhith, and Jurji
Zaidan state that language is the sounds
spoken by each people to communicate their
desires and achieve their goals.
A similar definition is also explained
by Mushthafa al-Ghulayaini, another Arabic
expert who says that language is lafaz (words)
expressed by each people to convey their
goals (desires). Meanwhile, according to
and articulated sound symbol system
(produced by utterance) which is arbiter and
conventional that is used as a means of
communication by every group of people to
express feelings and thoughts (Rahardjo &
Habib, 2007).
The definitions presented by the
experts above hint and explain that language
is a symbol system consisting of sound, word,
structure and conventional and meaningful
elements. Kaelan explains that language is
essentially a system of symbols consisting of
elements of words. So a word is a symbol,
because both together present in other forms.
A word is basically conventional in nature,
because language also has a conventional
nature, namely as a symbol system agreed
upon by all members of the speaking
community for means of communication
(Syuhada, 2010).

280
 Zainul Arifin; Pragmatics in Language Learning…
Thus, in the language process there are
systems consisting of word elements which
must give meaning both directly and
indirectly, and also in the language process
there is a process of disclosure or narration
both verbally and in writing. The speech that
is presented by the speaker is certainly
expected to give meaning that is easily
captured and understood by the listener and
the reader, and influences him when
communication occurs. To make expressions
and speech delivered in communication
meaningful and easy to understand is not an
easy thing to do. Therefore, we need
knowledge about it. And among them is
pragmatics.
In the study of modern linguistics,
there are two major groups namely micro
linguistics and macro linguistics. Micro
linguistics examines language elements that
are not influenced by context (phonology,
morphology, syntax and semantics), while
macro linguistics examines linguistic
phenomena that are influenced by context
(pragmatic, discourse analysis, sociolingustic
and ethnolinguistic) (Waljinah et al., n.d.).
Pragmatics is the result of a study of the
phenomenon of practicality in language, its
usefulness, utilityor meaningfulness in life
directly (cash value), which is what brings
results directly in life. This is one of the
things that motivates writers to choose the
title above, so that the language taught and
learned is easier and more practical. The
discussion in this paper includes pragmatics
and characters, comparison of structural and
pragmatic approaches in language learning,
and examples of pragmatic presentation of
language material.
Pragmatics and the Figures
Pragmatics according to Prucha, as
quoted by Yan Huang are linguistic
communication theories that include ways to
influence others with verbal communication.
Whereas according to Levinson, pragmatics is
understood as the study of the relationship
between language and its context which is the
basis of the determination of understanding
281
(Huang, 2017). Agreeing with Levinson,
Leech explains that pragmatics is the study of
meaning in relation to word situations which
include; greeting and greeter, the context of a
speech, the purpose of a speech (Leech,
2016).
The opinions of the experts above
describes that pragmatics examines the
process of language development in its
solution to the context. The language that
expresses it will be more fun if it is
appropriate to the context so that it
immediately causes the opponent (partner) to
speak. Asep explains by quoting Peire's
opinion to examine the meaning contained by
the conception, then we must consider the
practical consequences that would necessarily
arise from the conception. This means that the
meaning of a statement expressed highly
depends on whether the statement is
functional in practical life. A statement is true
if it has practical consequences in behavior.
Therefore, according to Louise Cumming
there are five things that exist in pragmatics,
namely; speech act, implicature, release,
deiction and presupposition (Cummings &
Setiawati, 2007).
According to Searle, as quoted by
Deborah Schiffrin, Speech act is the basic unit
of communication (Schiffrin, 2007). Speech
act is very important for learning language,
meaning, and communication; the reality of
speech acts is considered to be part of
language skills. Combining speech act theory
with language theory are the principles of
disclosure. This principle makes it very
possible (in theory) for the speaker to be able
to say exactly what he means by increasing
his language knowledge or by enriching the
language.
Viewing speech acts as the basic
communication unit explicitly combines
speech acts with language studies (production
and interpretation) and meanings (speech
meanings and language meanings). There is a
series of analysis of the relationship between
the purpose of speech act, what is meant by
the speaker, what is the wish of the speaker,
what is understood by the speech partner and
 282 International Conference on Islamic Education ICIE 2019
what are the rules governing language
elements
Speech acts or utterances, according to
Austin, are divided into two, as quoted by
Louise, namely the constative and
performative. Constative is the utterance
(speech act) which describes or reports on
events and circumstances in the world. Thus,
constativeutterance can be said to be true and
false. Whereas performative isthe utterance
(speech acts) which do not describe or report
or state anything, are not 'right' or wrong ';
and utterance is, or is part of, taking action,
which again is not usually described as, or
'just' as an action to say something.
Whereas the implicature element
means that the speaker does not only intend to
cause a certain effect on the listener through
the use of his utterances; instead, this effect
can only be achieved precisely if the intent to
produce this effect is known to the listener. In
order for this implicature to have a
meaningful effect, Grice proposes a general
principle, as quoted by Louis, this requires
cooperation which the principle of
cooperation is in the form of instructions
directed at the speaker; Make the
conversation contribution as needed at the
stage where the contribution is made, based
on the purpose or direction received in the
conversation exchange.
So for that the speaker must have four
more specific maxims, namely 1) Maxim of
quantity. This maxim consists of elements,
namely; first, make your contribution as
informative as possible, as needed for the
purpose of the conversation. Second, don't
make your contribution more informative than
necessary. 2) Maxim of quality; Try to make
your contribution true, that is; first. Don't say
what you think is wrong. Second, don't say
something that you cannot support with
sufficient evidence. 3) Maxim of relevance;
This maxim of speech acts must be relevant.
4) Maxim of manner; This maxim is easy to
understand, that is, first avoid obscurity /
blurred expressions. Second. Avoid ambiguity
/ lack of meaning. Third, you have to say
briefly (avoid unnecessary excessive words).
Finally, You have to talk regularly. In short,
these maxims set out what participants must
do to be able to converse in an efficient,
rational, and cooperative manner as much as
possible. They must be sincere, relevant and
clear, while providing adequate information.
Next is relevance. Relevance means
that the speaker tries to be as relevant as
possible in a variety of circumstances.
According to Sperber and Wilson, there are
three principles of relevance as quoted by
Louise, first is the absorption not only in
communication, but also in the field of
cognition, because cognition is actually a part
of broader cognition. Second, the
manifestation of its economic characteristics
is a direct consequence of prinsive cognitive
origins. Third is its capacity both in forming
the utterances contributed by the speaker to
communication and in influencing how the
listeners of the utterances begin to process
them.
Meanwhile, deixis etymologically
means a thing or function to designate
something outside of language and also to
mean pronominal pronouns, definitions,and
so on (Lukman, 1991). As for the terminology
this means that some linguistic expressions
provide examples of the relationship between
language and a better context that includes
expressions from grammatical categories that
have as much diversity, explaining various
entities in social, linguistic, or wider spatial
terms, like me, here, now and others.
The presumption means assumptions
or inferences implicit in certain linguistic
expressions. And presupposition is bound to
certain lexical items if the inferences
generated by these items are not produced
subsequently by subsidized items. This all
shows and explains that pragmatics is
context-oriented.
Pragmatics began to develop in the
American linguistic domain in the 1970s.
During Bloomfield - 1930s - linguistics meant
phonetic, phonemic, morphological, and
syntax considered remote and abstract. In the
late 1950s Chomsky declared syntax as the
central and main arena of linguistic activity;
meaning (semantics) is seen as too complex to
 Zainul Arifin; Pragmatics in Language Learning…
contemplate. In the early 1960s Katz and
colleagues began to draw semantics into
linguistic theory. A group of linguists with a
generational transformational background
(Lakoff, Ross and others) in the early 1970s
even believed that syntax cannot be separated
from the use of language; examination of
sentences cannot be done without calculating
how the relevant sentence is used in the
context.
So at this time the pragmatic figure
begins to appear in the linguistic domain.
However, this is the stage of development of
the main linguistic flow of the American
hemisphere. In the European hemisphere, it
has been started since the 1940s to develop
activities in addressing language by
considering the meaning and situation, such
as the Prague school and the Firth school.
And in the 1960s Halliday developed social
theories about language.
As for the term pragmatics itself, its
birth or existence can be traced by linking it
to a philosopher named Charles Morris in
1938. He actually reframe the thoughts of his
predecessor philosophers such as John
Locked and Peire. They discussed semiotics
(the science of signs or symbols). Morris tried
to separate semiotics into three branches or
parts, namely syntax, semantics, and
pragmatics. But the change in linguistic
orientation in America in the 1970s was
actually inspired by the work of philosophers
such as Austin in 1962 and Searle in 1969.
They devoted much of their attention to
language. It is their theory of "speech acts"
that inspired linguistic color change from
manipulating the terms (conditions) of
language forms (which were already well
established and evenly distributed in the
1950s - 1960s), the state of function
disturbances, language functions and its use in
communication.
Comparison of Structuralist and
Pragmatic Approaches in Language
Learning
Before continuing the discussion on
the comparison of structuralist and pragmatic
283
approaches, it will be more relevant to briefly
mention the nature of learning. This
explanation will help us understand how
pragmatics processes and works in language
learning.
Learning is a combination composed
of human elements, materials, equipment
facilities and procedures that influence the
learning objectives (Hamalik, 1995). In the
word learning, there are at least two
interrelated elements, the two elements are
teaching and learning. And in learning there
are also two factors that are very important
because they are the implementing actors of
the learning process. They are teachers and
learners. Teachers are people who do the
teaching process, while learners who do the
learning process. In the world of learning
today both do mutual learning. The teacher
not only implements the teaching process, but
also learns how to be successful in teaching.
It is also good to point out Halaliday's
opinion which says that learning is a process
of contextualization: the formation of
estimates about what will happen next,
including non-verbal estimates; if I connect
here, the interface will work there. But in
general the learning takes place through
language, especially in schools; then the
language predictions determine success
(Halliday et al., 1992).
Language learning according to
Ahmad Tu'aimah is as an activity carried out
by someone to help others (learners) so that
he is able to communicate with language
formulas that are different from the language
he knows and are accustomed to
communicating with him. In other words,
language learning is the process of delivering
the learner to a position that makes him able
to communicate with languages other than the
first language, continued Tu’aimah.
Pay close attention to language,
communication and pragmatics, the three
have an integral relationship. It is
understandable that language will exist and
develop if it is communicated both in verbal
and written. This means that communication
 284 International Conference on Islamic Education ICIE 2019
is a vehicle for the language that life and
development can be. And so is
communication with pragmatics, good
communication is communication that is
practical, easy to understand and meaningful
for participants.Pragmatism in
communicating is closely related to the
process of accuracy in the selection and
intelligence of the use or use of language and
its systems and their methods, as explained in
the pragmatic discussion above. That is why
there is language learning, because it
discusses how people can speak and are able
to communicate that language. Perhaps this is
what is meant by Rusydi Ahmad Tu'aimah.
Thus, pragmatics can be used as an approach
in language learning. Language learning with
a pragmatic approach means communicative
learning which is oriented to the usefulness,
usefulness and meaningfulness of the material
presented. It also means learning that takes
context into accou
It would be clearer about how learning
with a pragmatic approach if the pragmatic
approach is compared with the structural
approach, which is already earlier and more
widely known. In teaching language with a
structural approach, formulas, definitions,
terms are overwhelmed with primary concern.
Students are required to memorize raw
elliptical sentences, minor sentences, dense
compound sentences, multilevel compound
sentences, S-P-O-K pattern and a myriad of
other terms. They are required to believe it
and memorize it all without understanding it.
In language learning with a pragmatic
approach, it is not the forms of language that
are in the spotlight. If there is a subject on the
structure of a particular sentence, the sentence
is not unfolded on the air. Discussion of
sentences is always associated with the
context of its use, not apart, or sentences as
sentences. Treating language pragmatically is
treating language by considering its context,
that is, its use in communication events.
The sentence‘It's already ten o'clock’,
for example, if viewed from a structural point
of view, it can be analyzed, as sentences that
do not have a subject, as sentences which are
news (declarative) sentences. If analyzed
pragmatically, then what is traced in that
sentence is the aspect of its use in
communication. Who said it and in what
context?
That sentence can be an informative
answer to the question ‘What time is it
now?’However, if the sentence ‘It is already
ten o'clock’is spoken by the landlady and is
directed to a male guest who is visiting her
female student in that dormitory, then that
sentence can be interpreted as an order of
expulsion indirectly.
In the same situation, with the same
information (i.e., the command to send a male
guest back when it was time to leave the
dormitory), instead of the sentence ‘It's
already ten o’clock’;the landlady can also use
‘What time is it already?’. Of course the
choice of which of the two sentences to say
will have a different effect on the speaker and
the interlocutor. If you can choose which of
the two sentences said by the landlady, of
course the male guest will feel better
reprimanded with the declarative sentence
than the interrogative sentence.
According to the structural view, this
is what the definition of imperative,
interrogative and declarative sentences mean.
Imperative sentence is the sentence that the
speaker uses to tell or spend people doing.
Interrogative sentenceis the sentenceused by
speakers to get information or reactions that
contain the answers expected from
communication partners. Declarative sentence
is the sentence used by speakers to broadcast
news to communication partners (Finoza,
2005).
This structural definition can lead
students' minds to rigid boxes to declare an
order, so disclosure is through imperative
construction. This grip can keep students
away from the fact that there are various ways
to express commands. This grip can prevent
students from seeing that commands can also
be expressed with interrogative sentences or
declarative sentences.
A teacher can instruct students to take
markers with various forms of sentences.
 Zainul Arifin; Pragmatics in Language Learning…
Although the contents of the information are
commands, it does not have to be that the
sentence is in the form of imperative
sentences, but it can be in various sentence
forms. Here are some examples of the
possibility of stating the command to take a
marker.
1. I need a marker. 2. Get a marker! 3.
Can one get a marker for me? 4. Where can
the markers be taken again? 5. The ink marker
has run out. In (1) and (5) orders are stated in
declarative sentences, and in (3) and (4)
commands are conveyed or expressed in
interrogative sentences, whereas in (2)
commands are expressed in imperative
sentences. Certainly the difference in the
"levels" of the command in each of the five
possibilities, and the difference colors the
type of relationship between the speaker and
the opponent (partner) of speech. Obtaining
language sensitivity like this becomes one of
the goals to be achieved and obtained in
pragmatic language learning, namely
sensitivity to choose which sentence is
considered suitable or appropriate (among the
many possibilities available) to be applied to
the particular student being faced. Then how
is about the example of teaching language
learning materials pragmatically?
Examples of Presentation of Language
Materials in Pragmatics
The explanation of the example of
elliptical sentence, in Indonesian language
learning so far has been strongly based on a
structural approach. The structural learning
practice has become so entrenched and
perched that it seems as if it has become
something that must be done which cannot be
quoted anymore. Let us consider how the
presentation or delivery of the "elliptical
sentence", starting with the observation of the
definition of the sentence, which has been
disseminated. Ellipse sentences or imperfect
sentences can be in the form of (a) sentences
that do not have a subject, (b) sentences that
do not have a predetermination, and (c)
sentences that do not have a subject and a
predicate. The following three sentences can
285
clarify what is meant by this explanation. 1.
Going home ?, 2. Amir !, 3. From campus.
Some try to state Alisjahbana's
statement in other words (see, for example
Sukirman in connection with sentences (1)
and (2). Sentence (1) is a sentence whose
element is predicate, sentence (2) is a
sentence whose element is in the form of
subject only, and sentence (3) is a sentence
whose element is neither subject nor
predicate.
During this time, knowledge of
elliptical sentences like that always exists
from time to time without anyone questioning
it. That knowledge has even become a kind of
compulsory memorization for students.
However, is the correct explanation -
structurally - that is presented about the three
sentences? Correct that in the event that an
element of a sentence is deleted, then the
element that is obscured is in the form of a
predicate (designation), and the element left
behind is the subject? Or, if the question is
applied to a particular sentence, for example
in sentence (2), should Amir's constituents in
(2) be analyzed as a subject?.
Explanations offered to students
regarding the three sentences are carried out
on the basis of sentence analysis with purely
structural considerations. That is, what is
tampered with in the sentence is only the
element that forms the structural sequence
(called the sentence), without considering the
context of the use of the sentence, without
considering the background of the situation
that gave rise to the use of such a sentence or,
in short, without developing "pragmatics".
What if the sentence is treated
pragmatically? In fact there are various
possible contexts for elliptical sentences, such
as (2), as exposed from examples (4) to (7).
Thus, it is impossible that there is only one
possible answer to the question "What is the
status of Amir's constituents in sentence (2)?"
Such questions cannot actually be answered,
and can only be answered after the intended
context is clear and clear, as revealed from
examples (4) to (7). The elliptical sentence is
 286 International Conference on Islamic Education ICIE 2019
necessary and must be explained
pragmatically, namely by considering and
calculating the context of its use. Here are
some possible contexts that can bring up to
the use of sentence (2). (4). Vocative usage
(as a nickname) A: Amir! B: What's up? (5).
Use as a predicate A: Who is he? B: Amir!
{(He) Amir, / Amir (him)} b. A: What's her
name? B: Amir! {(His name) Amir, / Amir
(his name)} c. A: Who ordered it? B: Amir!
{(who orders) Amir. / Amir (who ordered). }
6. Use as an object. A: Who are you waiting
for? B: Amir! {(waiting) Amir. } 7. Use as an
attribute (possessive) A: Whose book is this?
B: Amir! {(Book) Amir (this). / (This is
Amir's book.}
With some of the contexts above
(which may still be added to the others), it can
be seen that none of Amir's constituent
occupies the function of the subject. In fact,
this is the answer that is considered the most
correct so far in the exam questions. In (4)
Amir's constituentis used vocally (as a
nickname), not as a subject. Whereas in (5)
Amir's constituent is predicate. As for (6) the
Amir’sconstituent occupies the function of
the object, the last in (7) Amir’s constituent is
an attribute (possessive / ownership
relationship) to its parent noun (ie; book).
Then, what if the students in general
have already memorized that Amir's
constituent in sentence (2) is subject? The
problem is actually not just changing what
has happened and is already memorized
wrongly. What is more important is precisely
how to prevent activities that put students
down like that. Structurally thinking (in the
narrow sense) is the act of playing evenly,
without regard to and paying close attention
to the context that must be addressed..
The statement that "subject (main
sentence) is usually in the form of nouns" and
"predicate (designation) is usually in the form
of verbs" is one of the culprits (causes) of the
wrong conclusion. Statements that are the
background of the wrong conclusions are
unconsciously resumed until the following
statement: "prepositional phrases (for
example, to campus) because they are neither
a noun nor a verb, they cannot be subject and
predicate." By holding fast to these
statements, it can simply say that Amir's
constituent in (2) (because it is noun) must be
subject, and from campus on (3) (because it
is prepositional phrase) it is certainly neither
subject nor predicate. Such statements are
true, but there will be many mistakes if it is
applied outright especially in Indonesian, it
also happens in Arabic. So it would be wise
that grammar learning should be done by
calculating or considering the context of its
use.
CONCLUSION AND
RECOMMENDATION
From the explanation above it can be
understood that pragmatics is one of the
studies relating to the search for meaning. The
desired meaning in pragmatics is cash value.
Therefore pragmatics is more in contact with
language in the context of communication.
Thus it examines the context-dependent
meaning.
In language learning, pragmatics is
really very useful to be applied, especially in
language learning, namely learning related to
the language of communication. This is
because in learning that uses pragmatic short-
cuts students are not required to memorize a
variety of terms and language methods that
are quite complex and burden them as
contained in learning that uses a structural
approach. Especially in the current era of
globalization and industry, especially the 4.0
and 5.0 eras, the success of language learning
is assessed and seen in terms of the ability to
use language orally or language skills
(speaking skills in Arabic maharat al-kalam) .
REFERENCES
Cummings, l., & setiawati, e. (2007).
Pragmatik: sebuah perspektif
multidisipliner. Pustaka pelajar.
Finoza, l. (2005). Komposisi bahasa
indonesia: untuk mahasiswa
nonjurusan bahasa. Penerbit diksi
insan mulia.
 Zainul Arifin; Pragmatics in Language Learning…
Halliday, m. A. K., ramlan, m., hasan, r., &
tou, a. B. (1992). Bahasa, konteks, dan
teks: aspek-aspek bahasa dalam
pandangan semiotik sosial. Gadjah
mada university press.
Hamalik, d. O. (1995). Kurikulum dan
pembelajaran. Bumi aksara.
Huang, y. (2017). The oxford handbook of
pragmatics. Oxford university press.
Leech, g. N. (2016). Principles of pragmatics.
Routledge.
Lukman, a. (1991). Kamus besar bahasa
indonesia. Jakarta: depdikbud.
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Rahardjo, m., & habib, z. (2007).
Hermeneutika gadamerian: kuasa
bahasa dalam wacana politik gus dur.
Uin-malang press.
Schiffrin, d. (2007). Ancangan kajian
wacana. Pustaka pelajar.
Syuhada, a. (2010). Peranan bahasa dalam
perkembangan filsafat. At-ta’dib, 5(1).
Waljinah, s., dimyati, k., prayitno, h. J., &
dwilaksana, c. (n.d.). Makna simbolik
bahasa hukum: kajian hubungan dan
fungsi dalam ranah filsafat
hermeneutika.
 Cahaya Makbul; Self Esteem, Siri And Aggressive Behavior…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

Self Esteem, Siri and Aggressive Behavior on Ethnic Bugis: The

Dark Side of High Self Esteem

Cahaya Makbul Abstract: Aggressive behavior is a behavior that is done to harm,

Universitas Islam Negeri Sultan
Syarif Kasim Riau, Pekanbaru.
Email: cahayamakbul@gmail.com
threaten or harm individuals or objects that are the target of such
behavior either physically or verbally. One of the factors that led to the
emergency of aggressive behavior is self esteem, in addition to the
cultural factors. The objective of this research was to find out the
relationship of self esteem with aggressive behavior on ethnic Bugis
with Siri as a mediator variable. The instrument that used in this
research was self esteem scale (SES) by Rosenberg (1995) that was
modified. Siri scale made by the researcher based on the theory of
Mustafa (2003), Moien (1994) and Said (2006) and Buss-Perry scale
that was modified. Based on the analysis results obtained value (r) -
0,068 with probability equal to 0,206 (p>0.5) it means that there was
no significant relationship between self esteem with aggressive
behavior. Based on path analysis obtained by a direct relationship
between self esteem with aggressive behavior was -0,124 where as
indirect relationship was 0,186 that concluded direct role is still less
than the role of indirect, it means that Siri role as a mediator between
self esteem with aggressive behavior.

Keywords: Self Esteem, Siri, Aggressive behavior, Ethnic Bugis

INTRODUCTION it is also considered less humane. This is

Aggressive behavior is a behavior that
is done to hurt, threaten or endanger
individuals or objects that are the target of the
behavior both physically or verbally and
directly or indirectly. At present, we can
encounter every aggressive behavior exposure
in every mass media, even sometimes we
encounter various aggressive behavior
phenomena in life our environment. The
Bugis tribe is one of the tribes in Indonesia.
The Bugis are known for their hard character
and uphold the honor (Yusuf, 2008). The
Bugis are inseparable from aggressive
behavior and even infrequent fights to
murder. This is due to siri '. Siri ’is an
important thing for the Bugis even numbered
above everything.
Shelly Errington (in Moein, 1994)
explains that there is no value that is more
important for Bugis people than having siri ',
so if there are people who are less Sirina then
reinforced by two expressions in the Bugis
language: anaia tau de’e siri’na de lainna
olokoloe means that if humans have no siri
'then it is no different from animals and
siri’emmi tu tariaseng tau narekko dei siritta
taniaki tau, rupa raumani asenna meaning
that only siri 'kia is called a human if he does
not have Siri is no longer alive, he is only a
puppet (living doll). In the Bugis tribe, people
who do not have pride are called tena Sirina
or degage Sirina. usually people who are tiri
Sirina or degage Sirina are no longer seen and
are always ostracized or excluded by the
community and will be given the title of
ballorang or pellorang which means coward
or coward. Thus the Bugis always talk in
various ways so that the term ballorang or
pellorang do not get attached to themselves or
in their family life. If this happens until it
happens, then it means a disgrace or disaster
that is very difficult to be removed. Because

288
 Cahaya Makbul; Self Esteem, Siri And Aggressive Behavior…
the Bugis are known for their aggressive
behavior.
Many factors cause the emergence of
aggressive behavior, one of which is cultural
factors (Cohen & Nisbett 1994; Cohen,
Nisbett, Bowdle, & Schwarz 1996; Cohen
1998; Marcee & Clayton, 2012; Sarwono &
Meinarno 2009; Taylor, Peplau, & Sears, &
2009; Dayakisn & Hudaniah, 2009; Mercer &
Clayton, 2012) which illustrates cultural
factors in the culture of honor, which in the
Bugis tribe is contained in siri '. Allegedly
there are other factors that influence
aggressive behavior, these factors are self
esteem (Baumeistren, Boden, & Smart, 1996;
Baumeister & Bushman, 1998; Krahe, 2005;
Donnellan, Trzesniewski, Robins, Terrie,
Moffitt , & Caspi, 2005; Buwono, 2007;
Thomas, Bushman, Castro, Cohen, &
Denissen, 2009; Triningtyas, 2011). Self-
esteem has long been considered an important
factor that explains individual differences in
aggressive behavior. Rosenberg (in Murk,
2006) states that self-esteem is a positive or
negative attitude of an individual towards a
particular object called self (self) he defines
self-esteem in a term that shows the attitudes
or thoughts that underlie the emergence of
perception of feelings namely individual
feelings about worth (sense of worth) or value
(value as a human). Baumeister and Bodan
(1998) explain that individuals with high self-
esteem are more vulnerable to aggressive
behavior, especially in the face of negative
stimuli (negative feedback, provocation)
which are perceived as a threat to their high
self-esteem.
High self-esteem actually provides
greater opportunities for aggressive behavior.
The reason is because people with high prices
feel more confident, when in conflict with
others where he feels will be on the winning
side, and that as a person who has high self-
esteem, he feels entitled to be aggressive
towards others (Sarwono, 2002). If he judges
his fighting ability and considers it good, then
that quality might increase his self-esteem.
But if he is unhappy with the tendency to
engage in conflict, his vulnerability to
289
aggressive behavior can reduce his self-
esteem.
However, different things were stated
in the research results of Buwono (2007)
which suggested that the lower the self-
esteem, the higher the aggressive behavior. It
was explained that individuals who have low
self-esteem tend to consider themselves
people who are not useful to others, to cover
up this weakness, individuals make various
self-defenses such as refuting people's insults,
ridiculing others and performing other
aggressive behavior so that others fear and do
not consider themselves people who can't
afford it. Individuals who have low self-
esteem will view themselves negatively which
can lead to tendencies for aggressive behavior
and other antisocial behavior (Thalib, 2002).
Rosenberg (1982) explains that individuals
who have high self-esteem will respect
themselves and regard themselves as useful
individuals. Whereas individuals who have
low self-esteem cannot accept themselves and
consider themselves to be of no use and are
lacking.
This research was then carried out
again by Baummeister and Bushman (1998)
by adding narcissistic variables. From the
results of this study explain that self-esteem is
proven to be irrelevant to aggressive behavior,
but with a combination of narcissism and ego
threats causing aggression behavior. From the
results of this study it can be concluded that
self-esteem does not directly affect aggressive
behavior but there are other factors that
influence the relationship between self-esteem
and aggressive behavior. Therefore, the
authors are interested in conducting further
research on the relationship between direct
prices and aggressive behavior with siri 'as a
intermediary variable in the Bugis tribe.
METHODS
The method used in this study is a
quantitative research method which is a study
that works with numbers, the data in the form
of numbers (scores or scores, rankings or
frequencies), which are analyzed using
statistics to answer specific research questions
or hypotheses, and to make predictions that a
290 International Conference on Islamic Education ICIE 2019

certain variable affects other variables the 29 items tested were tested, 23 items were
(Creswell in Alsa, 2007). accepted and 6 were dropped with coefficients
ranging from 0.250 to 0.735 with a reliability
This quantitative research uses a of 0.880. Therefore, it can be concluded that
correlational approach to find out whether the reliability coefficient (α) of the three
there is a relationship between two or more scales in this study are high and suitable for
variables. By using product moment analysis use in this study.
techniques and path analysis. This study will
measure the relationship between self-esteem RESULT AND DISSCUSSION
(X) with aggressive behavior (Y) Bugis and
siri '(M) as mediator variables. The number of Description of Research Subjects
polls in this research amounted to 2,600 Table 1. Overview of Research Subjects
residents of Pulau Kijang Village, Reteh Demographic Data N %
District, Indragiri Hilir Regency with a total
sample of 347 people. The technique used in Age Early Adult 155 44,67
Range
determining the sample in this study is a Associate Adult 192 55,33
purposive sample technique which is a
347 100%
technique for determining samples based on
Education Out of School 28 8,07%
specific objectives based on certain Elementary School 138 39,77%
characteristics, traits or characteristics, which Junior High School 78 22,48%
are the main characteristics of the population Senior High School 103 29,68%
(Arikunto, 2010). The data in this study were 347 100%
obtained using Rosenberg's (1995) modified Gender Male 168 48,4 %
Female 179 51,6%
Self Esteem Scale (SES) with 15 total items, 347 100%
siri 'scale made by the author based on the
theories of Mustafa et al (2003), Moien Based on table 1 above, it is known
(1994), and Said (2006) with 35 total items that there are 44.67% of research subjects in
and the scale of aggressive behavior Buss- the age range of 30-40 years and 55.33% of
Perry Scale (1992) which was modified with research subjects are in the age range of 40-60
29 total items. This scale is arranged based on years. In the table above it is also known that
Likert scale, by modifying it into 5 answer research subjects are dominated by subjects
choices which are very suitable (SS), with elementary education with a percentage
appropriate (S), neutral (N), not suitable (TS), of 22.48% and the remaining 8.07% of
and very not suitable (STS) consisting of research subjects are not in school, 39.77% of
favorable and unfavorable statements . Before subjects have junior high school education
being used for research, a measuring and 29, 68% of subjects have high school
instrument was tested on 60 subjects who had education. In this study also dominated by
the same characteristics as the research female subjects with a percentage of 51.6%
subjects. The trial was conducted on the and the rest male sex percentage of 48.4%.
Bugis tribes found in Benteng village, Sungai
Batang District, Indragiri Hilir Regency. Assumption Test Results
Based on the results of calculations on the
self-esteem scale of 15 items that have been Normality test
tested there are 6 items that fall and 9 items
Normality test is a test conducted to
are accepted for use in research with a
see the normality of existing data, one form of
coefficient value of 0.306-0.581 with a
normality test that is often used is the
reliability of 0.796. The results of siri 'scale
Kolmogorov-Smirnov One Sample technique
calculation of 35 items tested were found 22
with significance p> 0.05, then the data is said
items were received while 13 items were
to be normal. The normality test results using
declared knocked out with a coefficient value
the One Sample Kolmogorov Smirnov Test
of 0.306-0.825 with a reliability of 0.910. The
obtained significance values of self-esteem
results of the aggressive scale calculation of
variable (X) of 0.055, siri variable ’(M) of
 Cahaya Makbul; Self Esteem, Siri And Aggressive Behavior…
0.096 and aggressive behavior variable (Y) of
0.053. Thus p> 0.05, it can be concluded that
the three variables in this study indicate a
normal distribution.
Linearity Test
The linearity test is used to find out
the extent of the linearity relationship of the
independent variable and the dependent
variable. The linearity test used is the F test,
the data can be said to be linear with the
provisions of significance less than 0.00 (p
<0.01) or 0.05 (p <0.05). Linearity test results
on the self-esteem variable with siri 'known F
= 68.518 with a significance level of 0.000
because p <0.01 thus the data is said to be
linear and on the siri variable' with aggressive
behavior it is known that F = 7.493 with a
significance level of 0.027 because p <0 Thus
the data is said to be linear.
Hypothesis testing
In this study there are two hypotheses
to be tested, using path analysis with
mediation or intermediate models in which
the siri variable (M) modifies the relationship
of the variable self-esteem (X) to the variable
of aggressive behavior (Y). Path analysis is an
analysis that was first developed by Sewal
Wright in 1934 (Sarwono, 2007). Analysis
using bivariate to see the correlation between
the three variables, namely self-esteem, siri ',
and aggressive behavior. Based on the
analysis with the help of SPSS 16 for
windows.
It is known that the significance value
of the coefficient on the variable self-esteem
with siri 'is 0,000 means that the significance
is at the level of p <0.01 meaning that the
relationship between the two variables is very
significant, with a value (r) of 0.399 meaning
there is a positive relationship between self-
esteem and Siri. The siri variable 'with
aggressive behavior has a significance
coefficient of 0.027 meaning the significance
is at p <0.05 with a value (r) 0.119 meaning
there is a positive relationship between Siri
with aggressive behavior. While the self-
esteem variable with aggressive behavior has
a significance coefficient of 0.206 which
291
means p> 0.05 and the value (r) -0.068 thus
there is no relationship between self-esteem
and aggressive behavior.
Furthermore, to determine the
relationship of self-esteem with aggressive
behavior in the Bugis tribe by using siri 'as a
mediator variable. Using path analysis with
the help of AMOS version 5 to see the
relationship between self-esteem (X) and
aggressive behavior (Y) with the relationship
between them is mediated by siri '(M). It can
be seen that the variable X has a positive
relationship with the variable M, which is
equal to 0.399. Variable M has a positive
relationship to variable Y by 0.171, and
Variable X has a negative relationship to
variable Y, which is -0.124. It is also known
that the role of the variable M as a mediator
can be seen in the indirect effect section.
From the table above it is found that the
indirect role of variable M in the relationship
of variable X with variable Y is equal to
0.186. From the analysis of direct
relationships it is known that the direct
relationship of variable X with variable Y,
that is equal to -0.124, while the indirect
relationship of 0.186. So it can be concluded
that its direct role is still inferior compared to
its indirect role.
Additional Analysis
Table 2. Bugis self-esteem in terms of age
AGE N Mean F Sig
Early Adult 155 33,77 0,819 0,366
Associate 192 34,18
Adult
347 34,00
Based on table 2 shows that there is no
difference in self-esteem in the Bugis in terms
of age. This result can be seen from the value
of F = 0.819 (F> 0.02) and p = 0.366 (p
<0.05). Based on the analysis of the mean
value (mean), the initial adult value is 33.77
and the mean mean adult value is 34.81.
Table 3. Siri 'the Bugis tribe in terms of age
AGE N Mean F Sig
Early Adult 155 83,19 0,004 0,950
Associate 192 83, 12
Adult
347 83,16
292 International Conference on Islamic Education ICIE 2019

Based on table 3 above shows there is Based on table 6 above shows there is
no difference siri 'in the Bugis in terms of age. no difference siri 'on the Bugis in terms of
This result can be seen from the value of F = education. This result can be seen from the
0.004 (F> 0.02) and p = 0.950 (p <0.05). value of F = 1.558 (F> 0.02) and p = 0.199 (p
Based on the average value (mean), obtained <0.05). Based on the average value (mean),
an initial adult mean value of 83.19 and an obtained the mean value of non-school at
intermediate mean mean value of 83.12. 63.29, the mean value of SD at 65.61, the
mean value of SMP at 64.03 and the mean
Table 4. Aggressive Bugis behavior in terms of age
value of SMA 65.20.
AGE N Mean F Sig
Early Adult 155 65,06 0,28 0,867 Table 7. Aggressive Bugis behavior in terms of
Associate 192 64,85 Education
Adult AGE N Mean F Sig
347 64,95 Out of School 28 83,64 .55
.646
4
Based on table 4 above shows there is Elementary School 138 84,15
Junior High School 78 81,10
no difference in aggressive behavior among
the Bugis in terms of age. This result can be Senior High School 103 83,24
seen from the value of F = 0.28 (F> 0.02) and 347 83,16
p = 0.867 (p <0.05). Based on the average
value (mean), the obtained mean value of the Based on table 7 above shows there is
initial adult is 65.06 and the mean mean adult no difference siri 'on the Bugis in terms of
is 64.85. education. This result can be seen from the
Table 5. Bugis self-esteem in terms of education
value of F = 0.554 (F> 0.02) and p = 0.646 (p
AGE N Mean F Sig <0.05). Based on the average value, the mean
Out of School 28 34,57 value of non-school is 83.64, the mean SD is
1.697 0.167
84.15, the mean SMP is 81.10 and the mean
Elementary 138 34,25
School SMA 83.24.
Junior High 78 33,09
Table 8. The pride of the Bugis in terms of Gender
School
Senior High 103 34,19 AGE N Mean F Sig
School MALE 167 33.79 .809 .369
347 34,00 FEMALE 180 34.19
347 34,00

Based on table 5 above shows there Based on table 8 above shows there is
are no differences in prices among the Bugis no difference in aggressive behavior in the
in terms of education. This result can be seen Bugis in terms of age. This result can be seen
from the value of F = 1.697 (F> 0.02) and p = from the value of F = 0.809 (F> 0.02) and p =
0.167 (p <0.05). Based on the average value 0.369 (p <0.05). Based on the mean (mean),
(mean), obtained the mean value of not the mean male value is 33.79 and the mean
schooling at 34.57, the mean value of SD at mean adult is 34.19.
34.35, the mean value of SMP at 33.09 and
the mean value of SMA 34.19. Table 9. Siri 'the Bugis tribe in terms of Gender
AGE N Mean F Sig
Table 6. Siri 'the Bugis tribe in terms of Education MALE 167 83.88 1.665 .198
FEMALE 180 82.48
AGE N Mean F Sig 347 83,16
Out of School 28 63,29 1.558 .199
Elementary 138 Based on table 9 above shows there is
65.61
School
Junior High 78 no difference in aggressive behavior among
64.03 the Bugis in terms of age. This result can be
School
Senior High 103
65.20
seen from the value of F = 1.665 (F> 0.02)
School and p = 0.198 (p <0.05). Based on the mean
347 64,95
 Cahaya Makbul; Self Esteem, Siri And Aggressive Behavior…
(mean), obtained the mean value of men is
83.88 and the mean value of women is 82.48.
Table 10. Aggressive Bugis behavior in terms of
Gender
AGE N Mean F Sig
MALE
167 68.62 38.173 .000
FEMALE 180 61.53
347
64,95
Based on table 10 above shows there
are differences in aggressive behavior in the
Bugis in terms of gender. This result can be
seen from the value of F = 38.173 (F> 0.02)
and p = 0.000 (p <0.05). Based on the average
value (mean), obtained the mean value of men
at 68.62 and the mean value of women at
61.53. Based on the test of differences in
aggressive behavior by sex, it is known that
there are differences in aggressive behavior of
men and women. From the results of the
analysis of gender differences in aggressive
behavioral dimensions it is known that men
are higher in physical aggressive aspects,
anger and hatred while women are higher in
verbal aggressive aspects. To make it easier to
know the differences in aggressive behavior
between men and women the dimensions of
aggressive behavior can be seen in the
diagram below.
Diagram 1. Differences in Aggressive Peripheral
Behavior Based on Gender
Based on the diagrams of differences
in aggressive behavior in terms of gender, the
men are more aggressive in physical aspects
with a mean value of 23.89 while women
have a lower mean value of 18.59. It is also
known that men are more aggressive in the
aspect of anger with a mean value of 19.78
while women have a lower mean value of
18.20. And it is also known that men are more
aggressive in the hate aspect with a mean
value of 22.05 while women are lower with a
mean value of 21.06. But women are more
293
aggressive in the verbal aspect compared to
men with a mean value of 3.75 while men
have a mean value of 3.25. In general, there is
not such a large difference in aggressive
behavior between men and women in the
Bugis tribe when viewed from the difference
in the mean value, meaning that men and
women are equally aggressive, but men are
more inclined to physical aspects, anger, and
temporary hatred. women are more aggressive
in verbal aspects.
From the results of research that has
been done it is known that there is no
relationship between self-esteem and
aggressive behavior, meaning the first
hypothesis (H1) proposed in this study was
rejected. It is also known that there is a
positive relationship between self-esteem and
siri 'which means the higher self-esteem, the
higher the Siri the Bugis possesses as well as
the lower the self-esteem the lower the siri
’possessed by the Bugis. This research also
shows that there is a positive relationship
between siri 'and aggressive behavior. This
means that the higher the siri 'the Bugis have,
the higher the aggressive behavior of the
Bugis. Likewise, the lower the siri 'the Bugis
have, the lower the aggressive behavior of the
Bugis. The results of research conducted by
Buwono (2007) in the results of the study
stated that there is a negative relationship
between self-esteem and aggressive behavior.
However, it is different with the opinion of
Baumeistre and Boden (1998) which states
that individuals with high self-esteem are
more vulnerable to aggressive behavior,
especially in the face of negative stimulation
(negative feedback, provocation) which is
perceived as a threat to their high self-esteem
Baumeister and Boden (1998) formulate that
the threat to self-esteem triggers aggressive
behavior by stimulating negative effects,
namely anger, in other words the high-low
self-esteem can trigger the emergence of
aggressive behavior in accordance with the
opinions expressed by Baumstren et al (1996)
that the high and low levels of behavior
aggressively influenced by self-esteem.
Individuals with high self-esteem will
express the individual's feelings "quite well".
294 International Conference on Islamic Education ICIE 2019
The individual will feel that he is a valuable
person, he values himself as he is, but he does
not admire himself or hope that others admire
him, and he does not consider himself
superior to others. While individuals with low
prices, who have the characteristics of
hypersensitivity, feeling unstable or insecure,
lack of confidence are more concerned to
protect themselves from painful things than to
actualize opportunities and enjoy life,
inability to take the risk of having symptoms
of depression in general, pessimism ,
loneliness, feelings of alienation, and others.
In this study not only looks at the
relationship of self-esteem with aggressive
behavior. But then the second hypothesis (H2)
is also proposed, namely the relationship of
self-esteem with aggressive behavior in the
Bugis tribe by using siri 'as a mediator
variable. Based on the results of the analysis
of the first hypothesis testing (H1) it is known
that there is no relationship between self-
esteem and aggressive behavior. But it is
known that there is a relationship between
self-esteem and siri 'and there is a relationship
of Siri with aggressive behavior. This shows
that self-esteem is not directly related to
aggressive behavior. But there are other
factors in the relationship of self-esteem with
aggressive behavior. Therefore, in this study
using siri 'as a mediator variable in the
relationship of self-esteem with aggressive
behavior. From the results of the analysis that
has been done it is known that siri 'acts as a
mediator in the relationship of self-esteem
and aggressive behavior. This means that the
second hypothesis (H2) in this study was
accepted.
Almost the same thing was stated by
Baummeister and Bushman (1998) which
stated that self-esteem was proven to be
irrelevant to aggressive behavior, but with the
combination of narcissism and ego threat
causing aggressive behavior. From the results
of this study it can be concluded that self-
esteem does not directly affect aggressive
behavior but there are other factors in the
relationship of self-esteem with aggressive
behavior. Thus it can be said that aggressive
behavior is not only influenced by one factor,
namely self-esteem, but there are other factors
that can influence the emergence of
aggressive behavior, one of which is siri
'owned by the Bugis.
Siri 'is an important thing for Bugis people
because it is a form of Bugis culture in the
form of self-esteem, dignity, sense of
decency, deep feelings of shame, being a
driving force or strength to destroy anyone
who offends respect (self-respect, self-dignity
, shame and decency) someone. From the
results of this study it is also known that there
are no differences in self-esteem, siri 'and
aggressive behavior in the Bugis tribe with
differences in the age of early adulthood and
middle adulthood, as well as at the level of
education not in school, elementary, junior
high, and high school. Meanwhile, the
differences in the sexes of women and men
are also no differences in self-esteem and siri
'. However, aggressive behavior can be
differentiated based on sex between men and
women. Aggressive behavior is higher in men
compared to women. In other words, the sex
in this study also contributed to the level of
aggressive behavior possessed by the Bugis
tribe.
Some findings (Eagly & Steffen,
1986; Hyde, 1984; Archer & McDaniel, 1995
(in Krahe, 2005)) explain related to
differences between men and women in
aggressive behavior. It is known that men
show higher levels of aggressive behavior. in
all things, but the difference is not too
dramatic. Although there are consistent
findings that men are more aggressive than
women does not mean that women's
aggressive behavior does not exist (Keeney &
Heidem 1994; White & Kowalski, 1994 (in
Krahe, 2005)). Bjorkqvist and Niemela
(1992) (in Krahe, 2005) explain the
comprehensive coverage of various aspects of
women's aggressive behavior, in their
findings showing that women are more
developed to engage in forms of indirect
aggressive behavior, such as relational
aggressive behavior such as isolating others
and spreading gossip . In the research of
Bjorkqvist, Osterman, and Legerspetz (1994)
(in Krahe, 2005), it was found that among
 Cahaya Makbul; Self Esteem, Siri And Aggressive Behavior…
women adults were still valued higher than
men on measures of aggressive relational
behavior.
This is not much different from the
results of this study, which shows that men
are more aggressive in all aspects of
aggressive behavior. But men are more
aggressive in terms of physical aggression,
anger and hatred. While women are more
aggressive in verbal aggressiveness than men.
The possibility of differences in aggressive
behavior in men and women is possible by
three things namely hormonal, evolutionary
or sociobiological and social roles (Krahe,
2005). Hormonal attributes tendency to
increased aggressive behavior in the male sex
hormone, testosterone. According to this view
sex differences in aggressive behavior are
related, at least in part, to higher levels of
testosterone in men. A dramatic increase in
testosterone at puberty should also cause an
increase in aggressive behavior in parallel.
But in a longitudinal study Halpern, Udry,
Campbell, and Suchindran (1993) (in Krahe,
2005) who followed the development of boys
from early to puberty failed to find a variation
between testosterone and aggressive behavior.
Evolutionary or sociobiological
stresses on the adaptive value of male
aggressive behavior in maintaining access to
women that are of interest to him (ie highly
reproductive). According to an evolutionary
perspective, aggressive behavior exhibited by
men is designed to show their status and
power thereby increasing their success in
reproductive competition with other men.
Thus, situations which threaten men's status
should be very likely to lead to aggressive
behavior as a means of maintaining power
and status. This is supported by the findings
of Archer, Holloway, and McLoughlin (1995)
who found that compared to students (groups
of relatively high status), unemployed men
were significantly more likely to be involved
in fights that followed public humiliation or
disputes over money or property. The social
role model states that aggressive behavior is
obtained as part of the gender role in the
process of socialization. This model argues
that the stronger tendency of men towards
295
aggressive behavior and the strengthening of
barriers to aggressive behavior towards
women is largely a result of the socialization
of gender roles (Eagly, 1987).
Kernahan (1997) (in Krahe, 2005)
found that men were more aggressive than
women with the stimulation associated with
aggressive behavior if there was no prior
provocation. However, if they were
previously provoked, women are no less
aggressive than men. From the findings,
looking at differences in aggressive behavior
between men and women can certainly be
input for future research. Based on the
explanation above, it is known from this study
that self-esteem does not have a direct
relationship with aggressive behavior. But siri
'acts as a mediator of the relationship between
self-esteem and aggressive behavior. It is
known that self-esteem contributes to the siri
'owned by the Bugis meaning that high or low
self-esteem can affect the high or low Siri
owned by the Bugis. And it is also known that
siri 'possessed by Bugis people contributes to
the emergence of aggressive behavior,
meaning that high or low Siri possessed by
Bugis has an impact on the emergence of
aggressive behavior.
CONCLUSION AND
RECOMMENDATION
From the results of research that has
been done it can be concluded that there is no
relationship between self-esteem and
aggressive behavior, meaning the first
hypothesis (H1) is rejected. And it is known
that Siri 'has the role of being a mediator in
the relationship of self-esteem with aggressive
behavior meaning that the second hypothesis
(H2) is accepted. Based on additional
analysis, it is known that there is no
difference in self-esteem and series' based on
age, education, and gender. And there is no
difference in aggressive behavior based on
age and education. However, there are
differences in aggressive behavior based on
sex between men and women, where men are
more aggressive in the physical aspects of
aggression, anger and hatred while women are
more likely to be aggressive in the verbal
aggressive aspects.
296 International Conference on Islamic Education ICIE 2019

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 Handriadi; A Study on Management of Teacher Work Commitments…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

A Study on Management of Teacher Work Commitments as an

Integrated Means in the Achievement of Performance
Optimization in Madrasah

Handriadi Abstract: It is a requirement for educational institutions

STIT Syekh Burhanuddin Pariaman
Email: handriadi27121991@gmail.com
including madrasah (islamic educational institution)to have good
and solid performance appraisal and professional development
programs for their employees. Performance appraisal is intended
for both faculty members and non teaching staff, while
professional development is only emphasized for faculty
members with a permanent employment status. The author seeks
to explore the issue of the effectiveness of the educational
institution in this case madrasah in its effort on staffing
optimization. Like other aspects, staffing is influenced by
organizational dynamics. Specifically, this study focuses on the
dynamics of managing employees’ security for both faculty
members and non teaching staffs as well as remuneration and
career development opportunities.

Keywords:perfomance, integration, teacher, commitment

INTRODUCTION self-adjustment, development and monitoring,

The study on management of Islamic
educational institutions is related to the
human resources management or working
personnel management. In general, the
success of anorganizationhighly dependson
the quality of the person doing the business in
it. Similarly, the success of Islamic
educational institutions is also determined by
the success of their leaders in managing the
available educational staff in order to become
professional educational personnel. It can be
seen in a number of institutions that the
inappropriate management of education has
an impact on its declining quality. Managing
educational personnel is not easy, so expertise
is needed in this aspect. Besides, managing
tasks undergo a number of processes or
stages: employee’s procurement, placement,
promotion, transfer, assessment,
compensation, and dismissal (Yasin, 2011).
Activities in educational institutions
can be divided into two main groups, primary
and secondary. Primary activities are those
that are directly related to the learning and
teaching process while secondary activities
are those associated with managerial and
administrative support mechanisms (Bush &
West-Burnham, 1994). One of these
secondary activities is decision making
decisions about long-term organizational
activities, semi-permanent contracts, shorter
term contract,and the personnel to whom they
are implemented Bush & West-Burnham,
1994). It is clearly visible that exploiting
employees using short-term employment is
not appropriate. (Beaumont, 1993;

298
 Handriadi; A Study on Management of Teacher Work Commitments…
Mortimore, Mortimore, Thomas, Cairns, &
Taggart, 1992). However, Drucker's (1995)
dictum explains that maintaining flexibility in
staffing is still possible provided that
decisions are made based on management
integrity rather than just short-term solution.
Bush & West-Burnham (1994), for
example, examine the increasing application
of short-term contracts that are not
appropriate for new teachers with goof
qualifications. At a glance, this effort seems
to be able to maintain the institutional
flexibility in terms of staffing cost, butit will
not have a positive impact on the
development of the teacher's professionalism.
In addition, Handy (in Sheldrake, 2015)
suggests that it is essential to distinguish
between the level of pay (level of pay) and
other benefits (other benefits) provided for a
number of categories of employees, so that a
low sense of security can be compensated
with better wages, or it can also be with
various high-quality self-development
opportunities given continuously.
The position of educational staff,
especially teachers, is fundamental in the
educational process. Their role has a great
potential in advancing or improving the
quality of institutions but can also decline it.
When employees act professionally, they will
obviously be more enthusiastic in carrying out
their duties even willing to innovate to realize
the succesful educational process. On the
other hand, if they are neglected, it will
become an obstacle to the educational
process. The professionalism of the
educational system is highly dependent on the
quality of its personal / staff management
(Thoha, 2017).
There is a set of factors that can be
used as package of benefits provided to
teachers on several different contracts in
madrasah. These factors are categorized as
remuneration, security, and development.
Significantly, there is a reasonable degree of
overlap between roles as benefits obtained by
employees and various strategies used to
manage both individual and collective
performance.
299
RESULT AND DISCUSSION
Factors in Magement of Employee
Commitment
Islamic educational institutions,
according to Umar (2010), are places or
organizations that organize Islamic education,
which have a clear structure and are
responsible for implementing Islamic
education. Therefore, Islamic education
institutions must be able to create an
atmosphere that allows the implementation of
education wel in this context carrying out the
process of Islamic education.
One of the important elements in the
school / madrasah is educational staff both
teachers and non-teachers. However, many
madrasah today are lack of teachers. It can be
deduced from ministrial decisions from the
Divisional Head of Madrasah Educational
Staff of Central Java Regional Office of
Ministry of Religious Affairs by contracting
2975 non-permanent teachers (Kumoro,
2019). This decision brings other problems.
So far, there has been gap between permanent
teachers (civil servant status) and non-
permanent teachers in terms ofthe balance
between workload and salary (Ikhsanudin,
2019). There is also a gap in allowance and
bonus, for example permanent teachers
receive THR (annual bonus to celebrate Ied)
while non-permanent teachers don’t. They
only get functional allowance paid once in
three months (Lidyana, 2019).
The good educational process in
madrasah requires the management of
educational staff / employee, especially on the
issue of employment contracts. Regarding the
contract and work agreement, Elsbree &
Reutter (in Decker & Decker, 1992) propose
several guidelines for drafting contracts and
work agreements, namely: (1) a written
agreement as opposed to oral one; (2) specific
designation of the parties to the contract; (3)
Statements of the legal capacity of
represented parties; (4) provision for
signatures by the authorized agents of the
board of directors, and by the teacher or child
care workers; (5) clear stipulation of salary to
300 International Conference on Islamic Education ICIE 2019
be paid; (6) designation of date of contract,
duration, and date when service is to begin;
and (7) definition of assignment.
Teacher Integration
In the discusson of teacher integration
into organizational processes, personnel
management is viewed from the perspective
of performance management. In this case,
effective integration of teachers and non-
teaching staff included into various
management processes in an educational unit.
This subject consists of two parts. First, the
focus lies in a set of factors that can be used
to spur, motivate, and maintain employee
morale. Second, various strategies to support
and evaluate the work of employees are
analyzed (Bush & West-Burnham, 1994).
Furthermore, Bush & West-Burnham
(1994) suggest that the fundamental polemic
in HR management is the achievement of a
productive balance between support and
control, empowerment and accountability, a
person-centered and performance-centered
approach, and process and outcome
(outcome). It is also stated that there is a
tension between the 'soft' management
approach considered in accordance with
collegiality and the 'hard' approach identical
to the achievement or ability of objective
measurements which are usually used to
monitor and evaluate external performance.
An accommodation between the two opposing
points is needed in educational institutions to
respond to the demands of external
stakeholders since the success of educational
enterprise will depend on optimizing level of
commitment of employees in order to
maintain quality services.
Performance management according
to Bush & West-Burnham (1994) is a
complex phenomenon which at the
institutional level is influenced by: 1) Style of
leadership or management; 2) Work
motivation issues; 3) External demand for
public accountability; 4) The process of
review and supervision; 5) Organizational
culture. In addition, there are three factors that
conflict with the identification of existing
standards of measurable performance in the
education sector, namely: a) Difficulties
encountered in defining educational goals; b)
Traditional class autonomy favored by
teachers in many schools; c) A long sense
of antipathy in the field of education towards
managerial approaches.
The view that performance
management is not favored by educational
units is strongly disputed by Trethowan
(1987) who states that effective performance
is characterized by: (1) understanding of
general goals and specific objectives; and (2)
feedback on the performance shown.
Trethown mentions that there is no
effective management without appraisal. If
someone accepts that management works in
order to achieve organizational goals,
performance appraisal is of course part of the
process (a necessity). It is not just an
additional complement. Performance analysis
must be understood as the final result (sine
qua non) of the implementation of various
effective educational activities in schools or
colleges. The issue is then who has the
authority to carry out the process, and to what
extent the analysis is done.
A proper and rational management
processis formulated by Drucker (1995), as
follows: 1)The focus of the organization must
be on performance. The first requirement of
the spirit of performance is high performance
standards, for the group as well as each
individual. The organization must cultivate in
itself the habit of achievement; 2) The focus
of the organization must be on opportunities
rather than on problems; 3) The decisions that
affect people---their placement and their pay,
promotion, demotion, and severance---must
express the values and beliefs of the
organization. They are the true controls of an
organization; 4)Finally, in its people
decisions, management must demonstrate that
it realises that “integrity” is one absolute
requirement of managers, the one quality that
they must bring with them and cannot be
expected to acquire later on. And
management must demonstrate that it requires
the same integrity of itself (emphases in
original).
 Handriadi; A Study on Management of Teacher Work Commitments…
Drucker criteria formulation above
emphasize both the process and the end result.
Effective staff management requires a
balanced focus on organizational decisions
with the support of full individual
commitment and focus on various
organizational strategies needed to obtain
optimum performance. Above all, Drucker
suggests that the approach chosen by the
educational unit in performance management
must be consistent with the core of the
institution, not just mere complementary
requirements (bolt-on extra).
Obtaining Optimum Performance
In this discussion, optimal levels of
employee performance depend on effective
management. Increasing interest in the study
of HR management is aligned with an
increasingly strong focus on the strategies or
tools available to managers. The main phases
of performance management, according to
Bush & West-Burnham (1994) and Bush &
Bell (2002), can be summarized into: (1)
selection; (2) induction; (3) mentoring; (4)
appraisal; and (5) development.
Moreover, this section also explains
that the history of the practice of education
management is characterized by a lack of
concern for the importanceof :(1) effective
selection; (2) induction program; and (3)
professional development as essential
constituent parts of the overall approach to
HR (Bush & Bell, 2002; Bush & West-
Burnham, 1994; Ghasemy & Hussin, 2014;
Ibrahim & Abdalla, 2017). However, effective
practice assumes a school position that
encourages a variety of performance
expectations and provides an adequate and
appropriate support mechanism. The theme or
tension that usually arises in each phase is the
scope (locus) of control or ownership of the
process. Furthermore, Bush & West-Burnham
(1994) state that the desires of an individual
professional employee are related to: (1)
performance failure; and (2) development
needs
The institutions must achieve harmony
and good quality relationshipamong
individuals, supervisors, manager, assessor
301
and counselor. A good approach, which can
encourage reconciliation both organizational
priorities and personal priorities, is suggested
by the Management By Objective (MBO)
framework. The intended approach has three
key elements as the Schuster and Kindall
conceptualizes (in Lindberg, 2011),: (1)
performance goals or targets are set
periodically by the employee; (2) agreements
that are mutually beneficial for both parties
are made. The agreement pertains to a set of
goals that are formulated jointly between the
employee and his supervisor after going
through the discussion process; and (3)
periodic reviews by the employee himself and
his immediate supervisor on the suitability of
the formulation of goals agreed upon with his
achievement (work performance).
The three elements of the MBO
approach above, according to Fiedler &
Chemers (1974), show a coherent structure
for performance management in all phases
that can be adjusted to suit the desired
management style in any institution. The
value of the approach is that both the
"managed" and "managing" needs play an
active role in the process. In theory, this
approach can be immediately applied to the
educational sector. If used appropriately, the
approach is of value to both the 'professional
voice' and managerial responsibility.
Guest's study (in Bush & Bell, 2002)
concerning the conceptual movement of
personnel management towards HR
management has encouraged the importance
of line managers in terms of efforts to achieve
a level of optimum performance among
employees. The breadth of the strategies
adopted by managers is a reflection of the
successful management of an organization's
culture. An important issue in discussing
performance management, on the other hand,
is the value of the performance phase, which
is an element that is completely inseparable
from management practices in a school or
college.
Fiedler & Chemers (1974)
mentions that the difficulties in implementing
such various performance management
approaches can be resolvedthrough specific
302 International Conference on Islamic Education ICIE 2019
appraisal references as follows: (1) the
management of professionals; (2) the
assessment of predominantly qualitative
objectives; (3) limited range of rewards; (4)
unclear linkage between teaching quality and
learning; (5) individuals report to more than
one superordinate; (6) lack of time; and (7)
fragmented infrastructure to support the
process.
Performance standards in this
context seem to be relative because they are
defined in organizations not in absolute
measures. This puts a greater emphasis on the
role of the organization, and unit leaders or
line managers, in negotiations and agreements
on various acceptable performance standards
(Priyono, 2010). Therefore, the quality of
relationships among staff is far more
important than the tools used in performance
management.
Trethowan (1987) explains that in an
effective and mutually trusting relationship,
"mentoring" activities can describe the
supportive management style of educational
and at the same time 'appraisal' process will
be able to build a shared commitment towards
achievement of educational performance
standards.
The optimum level of performance
mostly comes from the high degree of mutual
trust between managers and those who are
managed. The danger that can arise is that the
burden of various new schemes for the
performance management system in an
educational institution culture, especially
those that have not been previously known
(foreign) (Hadijaya, 2013). This situation can
lead the institution towards what Drucker
(1995) mentions assafe mediocrity rather than
high standards of performance.
On the other hand, Early & Fletcher-
Campbell (1989: 116) states that the evidence
shows that education managers must
anticipate different challenges because many
are apparently not ready to face the
consequences of additional tasks that are
relatively new to them.
CONCLUSION AND
RECOMMENDATION
Madrasahs need to implement a
professional growth plan not only for
permanent teachers but also for non-
permanent teachers. Professional
development carried out appropriately for
non-permanent teachers will be able to
improve their "sense of security" and job
satisfaction. Madrasahsshould minimize the
imposition of a system of continuous short-
term work agreements on a new employee or
even a prospective one who has proven to
have high qualifications and competencies. If
the short-term contract is inevitable, it must
be balanced with the provision of various
other benefits for employees, remuneration,
security and career development.
REFERENCES
Beaumont, P. B. (1993). Human Resource
Management: Key Concepts and Skills.
London: SAGE Publications
Bush, T., & Bell, L. A. (2002). The Principles
and Practice of Educational
Management. London: SAGE
Publications.
Bush, T., & West-Burnham, J. (1994). The
Principles of Educational Management.
London: Pitman.
Decker, C. A., & Decker, J. R. (1992).
Planning and Administering Early
Chilhood Education Programs. New
York: Merril Publishing Company.
Drucker, P. F. (1995). Managing in a Time of
Great Change. New York: Penguin.
Fiedler, F. E., & Chemers, M. M. (1974).
Leadership and Effective Management.
Glenview, IL: Scott, Foresman and Co.
Ghasemy, M., & Hussin, S. (2014). A Review
of Theories of Educational Management
and Leadership. In Seminar Kebangsaan
Majlis Dekan-Dekan Pendidikan IPTA
2014 (pp. 1–10). Kuala Lumpur: UM
Press.
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Hadijaya, Y. (2013). Menyusun Strategi
Berbuah Kinerja Pendidik Efektif.
Medan: Perdana Publishing.
Ibrahim, A. A., & Abdalla, M. S. (2017).
Educational Management, Educational
Administration and Educational
Leadership: Definitions and General
Concepts. SAS Journal of Medicine
(SASJM), 3(6), 2454–5112.
Ikhsanudin, A. (2019, January 4). Honorer
Kemenag Curhat Beda Beban Kerja
dengan PNS ke Menteri Agama.
Detikcom.
Kumoro, T. (2019, January 12). Kekurangan
Guru Madrasah, Kemenag Kontrak
Ribuan Guru Honorer. JawaPos.Com.
Lidyana, V. (2019, May 19). Apa Tenaga
Honorer Dapat THR? Ini Kata MenPAN.
Detikcom.
Lindberg, E. (2011). Effects of Management
by Objectives: Studies of Swedish Upper
Secondary Schools and the Influence of
Role Stress and Self-efficacy on School
Leaders. Umea University.
Mortimore, P., Mortimore, J., Thomas, H.,
Cairns, R., & Taggart, B. (1992). The
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Innovative Uses of Non-Teaching Staff in
Primary and Secondary Schools Project.
London: Institute of
Education/Department For Education.
Priyono. (2010). Manajemen Sumber Daya
Manusia. Sidoarjo: Zifatama Publishing.
Sheldrake, J. (2015). Charles Handy’s ‘The
Future of Work’ Revisited (GPI Policy
Paper). London.
Thoha, M. (2017). Manajemen Peningkatan
Mutu Ketenagaan dan Sumber Daya
Manusia (SDM) di Madrasah Aliyah
Negeri Pamekasan. Manageria: Jurnal
Manajemen Pendidikan Islam, 2(1), 169–
182.
Trethowan, D. M. (1987). Appraisal and
Target Setting: A Handbook for Teacher
Development. London: Paul Chapman.
Umar, B. (2010). Ilmu Pendidikan Islam.
Jakarta: Amzah.
Yasin, A. F. (2011). Pengembangan Sumber
Daya Manusia di Lembaga Pendidikan
Islam. Malang: UIN Maliki Press.
 Aprizal Ahmad, Dinasril Amir, Jefri Alfikri; Implementation of Clinical…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

Implementation of Clinical Supervision to Improve the

Performance of Islamic Education Teachers at Integrated-Islamic
Junior High School Shirathil Hamid Padang

Aprizal Ahmad *) Abstract: The general objective of this research is to determine

Universitas Islam Negeri Imam
Bonjol Padang
Email: Apriz9472@gmail.com
Dinasril Amir
Universitas Islam Negeri Imam
Bonjol Padang
Email: dinasrilamir@uinib.ac.id
Jefri Alfikri
Universitas Islam Negeri Imam
Bonjol Padang
Email: Jefrialfikri772@gmail.com
*) Corresponding Author
the implementation of clinical supervision to improve the
performance of Islamic Education teachers at Integrated-Islamic
Junior High School Shiratil Hamid Padang, and the specific
objective is to find out the planning, implementation, inhibiting
and supporting factors and follow-up in clinical supervision
activities. The benefits of this research are as input and
consideration to review and improve the institution in an effort to
improve teacher performance. This research uses descriptive
qualitative research method. The subjects of this research are the
principal and Islamic Education teachers. The primary data of
this research are the results of interviews, observations and
documentation, and secondary data are the results that support
primary data. Data analysis techniques used are data reduction,
data presentation and conclusions. The results of this research
found four findings, as follows: (1) Clinical supervision activities
begin with planning; clinical supervision planning to improve the
performance of Islamic Education teachers is carried out through
meetings involving teachers to make plans and specific
schedules for the implementation of clinical supervision. (2)
Clinical supervision activities are carried out with class visits by
the principal, these activities include monitoring, assessment and
coaching of teachers. (3) Supporting factors for clinical
supervision is the existence of special policies taken by the
principal to make supervision run effectively. (4) The inhibiting
factor for the implementation of clinical supervision activities is
the lack of supervisors' knowledge of the implementation of
supervision due to the lack of supervision training for the
principal.

Keywords: Clinical Supervision, Teacher Performance

INTRODUCTION
Education is a form of dynamic
human culture. Changes in education are in
line with changes in cultural life in
anticipation of future interests. Education that
is able to support future development is
education that is able to develop the potential
for learning and knowledge ( Teguh
Triwiyanto, 2014:8). As in the word of Allah
in Surah Ali Imran verse 29:
        
          
( : ‫ )علي عمران‬   
Meaning: Say, ˹O Prophet, ˺ “Whether you
conceal what is in your hearts or reveal it, it is
known to Allah. For He knows whatever is in
the heavens and whatever is on the earth. And

304
 Aprizal Ahmad, Dinasril Amir, Jefri Alfikri; Implementation of Clinical… 305
Allah is Most Capable of everything.” (Q.S
Ali Imran: 29)
The above verse implicitly reveals the
vast scope of Allah's knowledge about
everything related to his creatures. Likewise,
the verse implies the position of Allah as the
highest authority in charge of all creatures.
Absolute education is always there and is
always needed in life. Education is said to be
successful if each graduate or output can be
used optimally, whether in meeting the
demand for labor or to be accepted as students
in higher education or other expected goals.
This success is dependent on the ability of
managers to plan the educational patterns and
curriculum needed especially on the provision
of professional teachers. Creating quality
output requires extraordinary forging. This
can be realized with good teacher quality. So
before forging students, first improve the
quality of teachers or educators who are in
direct contact with the process or those who
are not in direct contact. The principal has a
very important role to achieve the objectives
of the school. The principal is required to be
skilled in leading all staff in the school both
from education, personality, attitudes and so
on because it also affects the results or output
of the school being led. In other words, the
duties and responsibilities are not limited to
being responsible for the academic program
of the school but also to the training of each
individual teacher, the relationship between
the school and the parents and the relationship
between the school and the surrounding
community. All these activities can be carried
out through supervision activities.
As explained by the principal that: “I,
as the principal, will be responsible for
making the teachers at Integrated-Islamic
Junir High School Shirathil Hamid Padang
become qualified teachers who are able to
manage their classes well so that students who
learn in class get better learning. With the
supervision activities, it will help teachers in
improving every weakness they have and in
improving their performance as a teacher”.
Supervision is an inseparable part of
the entire educational administration process
aimed primarily at developing the
effectiveness of school personnel performance
related to the main tasks of education.
Supervision is an important factor in an effort
to improve the quality of education through
activities carried out by educational
supervisors, in this case the education
supervisor in the formal education unit
(Subari, 2009:23)
Supervision in the teachings of Islam
comes from oneself that comes from
monotheism and faith in Allah SWT. The
person who believes that Allah is sure to
supervise His servants so that he will act
cautiously. When he is alone, he is sure that
Allah is the second, and when together he is
sure that Allah is the third.
For the understanding of clinical
supervision according to John J. Bolla
concludes that clinical supervision is a
guidance process that aims to assist the
development of professional teachers or
prospective teachers, especially in teaching
performance, based on careful and objective
observation and analysis of data as a guide for
changes in teaching behaviour. Clinical
supervision is a guidance that aims to increase
the professionalism of teachers intentionally
starting from the initial meeting, classroom
observations and final meetings that are
analysed carefully, thoroughly and objectively
to get the expected change in teaching
behaviour. For the clinical supervision
process is divided into 4 topics namely: 1)
Initial preparation, 2)Initial meeting, 3)
Supervision process, 4) Feedback meeting
(Made Piderta, 2009:130)
METHODS
Types of research
This research uses a qualitative
approach. This research uses a qualitative
approach. This qualitative research is chosen
on the basis that thus research does not use
numbers in data processing. Qualitative
approach is research aimed at describing and
analyzing phenomena, events, social
activities, attitudes, beliefs, perceptions,
thoughts of individuals individually or in
306 International Conference on Islamic Education ICIE 2019
groups (Nana Syadoih Sukmadinata, 2006).
According to Suharsimi Arikunto, descriptive
research is not intended to test certain
hypotheses but only describes what they are
about a variable of symptoms or conditions
(Suharsimi Arikunto, 2000:310)
The essence of qualitative research is
to observe people in their environment
interacting with them, to understand their
language and interpretation of the world
around them, to approach or to interact with
people who are related to the focus of
research with the aim of trying to understand,
to explore their views and experiences to
obtain information or data required
(Suharsimi Arikunto, 2009:51).
Types of Research Data
Based on the source of data
acquisition, the data is divided into two
namely: 1) Primary Data. Primary data is data
obtained directly from the object to be
examined (Hadari Nawawi, 2006:309). This
research is obtained from the principal,
Islamic Education teachers at the Integrated-
Islamic Junior High School Shirathil Hamid
Padang and parties related to the
implementation of clinical supervision. 2)
Secondary Data. Secondary data is supporting
data from primary data. This supporting data
is obtained from documents, statistical data
and various document studies relating to the
research discussed.
Data Collection Technique
There are four ways to collect data in
this qualitative research: 1) Interview; a
conversation with a specific purpose. The
conversation is carried out by two parties; the
interviewer who asks the question and the
interviewee gives the answer to the question.
This interview is carried out in an in-depth
manner, which is to conduct interviews or
questions and answers directly to the
principal, supervisors of each learning
activity, the relevant employees and the
teachers who teach at Integrated-Islamic
Junior High School Shirathil Hamid Padang.
The results of the interview are then outlined
in a summary structure, which starts with a
brief description of identity, description of the
situation or context, identity of the problem,
description of data, unitization and the
appearance of the theme. 2) Observation, a
systematic observation and recording of the
symptoms studied (Sugiyono, 2010:28) With
observation we get a clearer picture of the
follow-up done by supervisors and principals
to improve teacher performance. 3)
Documentation, is collecting data by
recording data that already exists so that this
method is easier compared to other methods.
This documentation study also conducts
library research by reading document studies
relating to the implementation of supervision
to improve the quality of Islamic education
learning, such as documents in the form of
books relating to the problem under study in
which this is the main source used to support
this research, in addition to the results of
research relevant to the focus of the research.
Data Analysis Technique
The principle of data processing and
analysis is done descriptively, which is by
expressing the data and problems found in the
field according to what they are. The data
intended to analyze is qualitative data which
is carried out by freely describing the
analysis. Even if there is quantitative data
presented in the form of a secondary table, it
means that the data is merely supporting.
RESULT AND DISCUSSION
Clinical Supervision Planning to Improve
the Performance of Islamic Education
Teachers at Integrated-Islamic Junior
High School Shirathil Hamid Padang
Based on the field notes in the
interview as stated above, it can be concluded
that clinical supervision planning to improve
the performance of Islamic Education
teachers at Integrated-Islamic Junior High
School Shirathil Hamid Padang is: 1)
Supervision planning is carried out through
meetings with supervisors. This activity is
intended to plan and create a special schedule
of higher quality in the implementation of
clinical supervision to improve the
 Aprizal Ahmad, Dinasril Amir, Jefri Alfikri; Implementation of Clinical… 307
performance of Islamic Education teachers. 2)
Supervisors prepare various instruments that
will be brought during class visits. The
instrument is a Class Supervision Instrument
(Ability to Conduct Learning). The
instrument serves as an assessment guide for
supervisors in assessing teachers, both
learning tools and teacher performance.
The teacher also prepares all things
that will be taken when teaching, such as
learning tools (Prota, Promissory, Syllabus,
Lesson Plan, Minimum Criteria of Mastery
Learning (KKM), academic calendar, Mark
Analysis, student attendance), media and
tools, and methods to be used when teaching.
Clinical Supervision Activities at
Integrated-Islamic Junior High School
Shirathil Hamid Padang
The researcher's observations are
related to the activities of the stages in clinical
supervision. 1) Initial Meeting Stage. At the
initial meeting stage, preparation begins by
identifying learning problems which include
teaching material, learning difficulties of
students and the selection of appropriate
learning methods used in teaching and
learning activities. The selected teaching
material must be adjusted to the current
curriculum at Integrated-Islamic Junior High
School Shirathil Hamid Padang. What is done
at this stage includes the identification of
learning problems, and alternative solutions
chosen. 2) Teaching Observation Stage. This
stage is done after all learning devices are
ready to use. Learning observation activities
was carried out on February 6, 2019.
Integrated-Islamic Junior High School
Shirathil Hamid Padang starts from 08.00
until 10.30. The learning is carried out by Mr.
Zulhamdi in class IX by taking the hadith
material about studying. The number of
students in the class are 18 students and the
learning process is done individually which
will later be made in small groups with U-
shaped seating layout and learning methods
and models predetermined by the teacher. 3)
Feedback Meeting Stage. After completing
the learning process, the next stage is the post
observation. At the beginning of the post
observation stage, English Education teacher
is given the opportunity to convey
impressions about the learning activities that
he had carried out. In the case of this clinical
supervision activity, the teacher says that:
“I do not feel nervous when doing learning
despite the supervisor who observes when I
teach because I am used to communicating
with the superior who in this case becomes
the supervisor”
Supporting Factors in The Implementation
of Clinical Supervision in Integrated-
Islamic Junior High School Shirathil
Hamid Padang
Supporting factors for the
implementation of clinical supervision
activities are as an effort to improve teacher
performance. The supporting factors in
implementing clinical supervision are as
follows: 1) High support from the school in
an effort to improve the performance of
English Education teachers and to improve
the quality of learning in the classroom. 2)
Enthusiastic attitudes of teachers at
Integrated-Islamic Junior High School
Shirathil Hamid Padang to attend and carry
out clinical supervision. 3) The teacher knows
that clinical supervision is carried out to
determine the extent of teaching and to
anticipate teacher shortages. 4) There is an
innovation from the teacher to develop the
methods used in teaching. 5) Guidance is
carried out continuously by the supervisor on
the teacher's performance.
Inhibiting Factors in The Implementation
of Clinical Supervision in Integrated-
Islamic Junior High School Shirathil
Hamid Padang
The inhibiting factors in the
implementation of clinical supervision at
Integrated-Islamic Junior High School
Shirathil Hamid Padang are as follows: 1)
Constrained time for clinical supervision; the
implementation of clinical supervision is
cancelled because there is another agenda at
school, even though in this case the teacher
has prepared everything and time has been set
for the implementation. 2) Making learning
308 International Conference on Islamic Education ICIE 2019
program is sometimes found obstacles from
the teacher himself because the teacher who
will be supervised feel tense so there must be
good preparation so that later they will get
good results too. 3) Teachers are sometimes
lazy and lack of enthusiasm in teaching. 4)
Teachers often forget to bring learning media.
5) Lack of courage of a supervisor in
providing improved teaching methods for
teachers.
CONCLUSION AND
RECOMMENDATION
Planning clinical supervision begins
with the preparation of clinical supervision
programs. Before carrying out clinical
supervision, the supervisor makes meetings
and plans by involving the teacher who will
be supervised to set a specific schedule and
prepare various tools that will be assessed by
the supervisor later. This meeting is usually
held 1-10 days before the supervision. The
core activity of clinical supervision is through
class visits to assess the teaching and learning
process carried out by the teacher in the
classroom. This class visit is carried out by
bringing instruments that have been prepared
previously; these instruments as a reference to
facilitate the supervisor in assessing the
performance of teachers in the classroom.
Supporting factors in the
implementation of clinical supervision at
Integrated-Islamic Junior High School
Shirathil Hamid Padang are: there is high
support from the school management to
improve the performance of Islamic education
teachers and the quality of learning in class,
the enthusiastic attitude of teachers at
Integrated-Islamic Junior High School
Shirathil Hamid Padang to follow and carry
out clinical supervision, teachers know that
clinical supervision is carried out to find out
the extent of teaching and to anticipate
teacher shortages, there is innovation of
teachers to develop the methods used in
teaching, and the ongoing guidance by
supervisors on teacher performance.
The inhibiting factors in the
implementation of clinical supervision at
Integrated-Islamic Junior High School
Shirathil Hamid Padang are Constrained time
for clinical supervision; the implementation of
clinical supervision is cancelled because there
is another agenda at school, even though in
this case the teacher has prepared everything
and time has been set for the implementation,
sometimes found obstacles from the teacher
himself, usually the teacher who will be
supervised feel tense so there must be good
preparation so that later they will get good
results too, teachers are sometimes lazy and
lack of enthusiasm in teaching, teachers often
forget to bring learning media, lack of
courage from a supervisor in providing
improved teaching methods for teachers.
REFERENCES
Teguh Triwiyanto, Pengantar Pendidikan,
(Jakarta :Bumi Aksara, 2014), h. 8
Departemen Agama RI, Al-quran dan
terjemahan, (Semarang: CV. Toha
Putra, 1991), h. 32
Made Piderta, Supervise Pendidikan
Kontekstual, (Jakarta: Rineka Cipta,
2009), h.130
Nana Syadoih Sukmadinata, Metodologi
Penelitian Pendidikan (Bandung:
Remaja Rosdakarya, cet. 2, 2006), h.
60
Suharsimi Arikunto, Kepemimpinan
Penelitiuan (Jakarta: Rineka Cipta,
2000), h. 310
Iskandar, Metodologi Penelitian Kualitatif
(Jakarta: Gaung Persada, 2009) cet.
1, h. 51.
Hadari Nawawi, Penelitian Terapan
(Yogyakarta: Gajahy Mada
Universtas Press, 2006), h. 309
Sugiyono, Metode Penelitian Kuantitatif,
Kualitatif dan R & D, (Bandung:
Alfabeta, 2010), h. 28
 Yuni Fatisa; The Analysis of Student Creative Thinking Ability…

International Conference on Islamic Education ICIE 2019

Faculty of Islamic Education and Teacher Training
Universitas Islam Negeri Imam Bonjol Padang

The Analysis of Student Creative Thinking Ability Using Open

Ended Problems Test on Hydrocarbon Lesson

Yuni Fatisa Abstract: This research was instigated by a problem in which

Universitas Islam Negeri Sultan Syarif
Kasim Riau
Email: yunifatisa@uin-suka.ac.id
students could not develop a concept because they often waited for
their teachers to give a note and explanation on the materialin details,
so they were not trained to solve a concept independently to develop
their ways of thinking. Thus, a learning that could give students a
space to explore their potential in developing their creative thinking
ability through a question test using open ended problems is needed.
This research aimed at analyzing students’ creative thinking ability
using open ended problems test on Hydrocarbon lesson. It was a
Descriptive research. The subjects were 15 students from eleventh-
grade students of MIA MA of Bahrul Ulum Boarding School. The
total sampling technique was employed in this research. The data
were collected using instruments measuring students’ creative
thinking ability in the form of open-ended problems test on
Hydrocarbon lesson, there were 11 question items, and interview as a
supporting instrument. In the test of creative thinking ability,
students’ questions focused on three aspects of creative thinking
according to Torrance which were fluency, flexibility, and
originality. The research findings showed that students’ creative
thinking ability reached the significant level with the mean of 47%.
Specifically, it could be described for each aspect of students'
creative thinking ability that Fluency aspect was 39.63% and it was
on poor category, Flexibility aspect was 52.78% and it was on
enough category, Originality aspect was 53.33% and it was on
enough category. The aspect of creative thinking ability that could
be achieved by students with the highest percentage was Originality.

Keywords: Analysis, Creative Thinking Ability, Open Ended Problems Test,

INTRODUCTION their students to become a competent as well

With the implementation of 2013
curriculum, students are required to be more
active in class in line with the student-
centered learning approach used in the
learning activity. Teachers’ role are shifted
into facilitators or mediators as well as the
learning designers. A s an educator, a
teacher’s duty is not only limited to their
ability in transferring their knowledge so that
students have the knowledge and understand a
material, but they are also expected to shape
as creative learners.The rapid development
around the globe requires each individual to
have the aptitude to compete in a global scale.
Therefore it is important to have the skill to
create a new idea or notion from individual’s
creative thinking.
One of some ways of thinking that is
highlighted in 2013 curriculum is creative
thinking. Creative thinking is the result of an
interaction between an individual and his
environment. Someone who afffects as well

309
 310 International Conference on Islamic Education ICIE 2019
as is affected by their environment can either
develop their creative thinking or get stuck
due to the interaction.However, the education
in our country has put aside the importance in
the process of thinking creatively. The image
that is shown through the years in education
has been focusing more in memorizing and
searching the one correct answer to the
questions given.
The traditional type of tests that are
given to the students contained questions that
need broad and long description.Students tend
to answer these kinds of questions with any
explanation that they can remember on a
certain chemistry theory instead of their
understanding on the material. In open-ended
problems type of questions, students are
asked to describe their understanding on the
key of basic principles in chemistry to solve
problems.
Based on the results of interviews and
observations with the chemistry teachers at
MA P.P Bahrul Ulum Pantai Raja Kampar,it
was shown that the chemistry test at school
had not trained students' creative thinking
skills.Interms of chemistry learning and
teaching process, a problem was found in
which students were not accustomed to
solving chemistry problems that had more
than one solution and the test only sharpened
their memory and counting skills.This
problem resulted in the lack of chance for the
students to develop their ability effectively.
Therefore, there were only a few students
who can propose their solutions for the
problems provided by the teacher.The
chemistry teachers often use the multiple
choice dan short answers type of questions.
They had not had any special type of test to
measure students’ creative thinking yet.
Another problem that existed was the
lack of students’ ability to build their concept
on principals in chemistry, so they were not
able to solve the problems autonomously.
They waited for their teachers’ explanation
and notes to find the answers to the questions.
Thus, the students could not expand their
creative thinking whereas students’ mastery in
the basic concepts will improve significantly
after they are trainedusing a certain thinking
ability test. Hence, a learning where students
are given a space to explore their potential
skills and develop their creative thinking
using open-ended questions is needed.
Thus, an open-ended problems test was
given to solve those problems. In an open-
ended question test, students have the chance
to interpret the problems. The test might also
ignite new thoughts when they had different
understandings on the problems.Its main goal
was to find out students’ creative thinking and
skills development.It was expected that by
giving the students open-ended problems
questions in a test, teachers would be able to
measure students’ ability in creative thinking
based on their answers on the test. So, the test
would give students the freedom to not only
actively but also creatively express the result
of their reasoning and analysis exploration in
solving the problems.
A study that had been done by
Dzirratur, et.al. showed that based on the
result of the open-endedn problems test, the
subjects in XI IA 4 and XI IA 3 class
achieved a good level of fluency aspect along
with flexibility aspect, but in novelty aspect
the subjects were classified into moderate.
The subjects in XI IA, on the other hand,
reached the poor category in fluency and
novelty aspects, meanwhile they were in a
good level in flexibility aspect. It was
concluded that by employing the open-ended
problems in the test, students were able to
state their opinion easily. The questions also
gave the teachers an overview on the level of
students’ creative thinking.
In this research, the hydrocarbon
learning material was chosen because it was
closely related to students’ daily life.People
use hydrocarbon regularly without even
realizing it. Besides, an analysis on several
parts of hydrocarbons matter was needed
especially on the structure and properties of
hydrocarbons compounds based on its unique
properties and its group element, therefore the
hydrocarbon matters could be used as a media
to improve students’ creative thinking skill.
The main objective of this study was to
analyze MA students’ creative thinking ability
 Yuni Fatisa; The Analysis of Student Creative Thinking Ability…
in answering questions about hydrocarbons
matters using open-ended problems test.
METHOD
This study employed a descriptive
research method.This research method was
used to describe or to give an overview on the
object of the study through data sampling or
the population in its natural state.The
objective of this descriptive study was to
make a description; systematic, factual, and
accurate overview of facts, characters, and
correlations of each phenomenon in the study
without acontrolled group.This study focused
on the result of students’ answers on open-
ended problems test about hydrocarbons.
This study was conducted in MA
PP.Bahrul ‘Ülum Pantai Raja on eleventh
grade students in odd semester of 2018/2019
school year.The study was conducted in
accordance to the schedule of the school. The
population involved in this study was all 15
students from XI MIA in MA PP. Bahrul
‘Ulum Pantai Raja.Total Sampling technique
was employed where all individuals in the
population were involved. This technique is
often used when the number of the population
is relatively small, less than 30, or when the
study wants to make a generalization that
contains small errors.
Independent variable (X):open ended
problems test,as for the Dependent Variable
(Y): students’ creative thinking skill. The data
was collected using the open-ended problems
test, interview guide, and documentation. The
test consisted of 11 essay questions aimed to
find out students’ creative thinking
ability.The interview was conducted to gather
the essential information.
The analysis of the dataconsisted of
thetry out for the instrumentthat was going to
be implemented in the study. The try out was
conducted to measure the instrument’s
validity. To construct realiable and valid
peroblems for the test as the instrument in this
study, the try out was conducted in a different
population that was not involved in the
study.The questions for the try out was then
analysed to measure the validity, reliability,
discrimination power, and level of difficulty.
311
A descriptive analysis was
implemented to students’ answer sheet.
Students’ answers was scored using a creative
thinking skill rubric, with the range of 1-4 in
each dimension and indicator of the
questions.The average of the total score from
each dimension was then acquired in a
percentage Later, the result of students’
answers was described based on the indicators
from each dimension.
The formula that was used to calculate
the percentage of students’ score in creative
thinking was;
𝑅
NP = x 100
𝑆𝑀
The result of analysis on students’
essays that was collected in this study was
then categorized to make it easier to read and
to draw the conclusion whether students’
creative thinking skill was very good, good,
moderate, poor, or very poor. The
categorization of the scores was made based
on the guideline written by Riduwan.
Table 1. Score Categorization
No. Score interval Category
1 81-100% Very good
2 61-80% Good
3 41-60% Moderate
4 21-40% Poor
5 0-20% Very poor
RESULT AND DISCUSSION
The Level of Students’ Creative Thinking
SkillBased on The Test
The test conducted in this study was a
written test that was held after class.The goal
of the test was to measure students’ creative
thinking skill level.The test was an essay test
with 11 questions containing 3 aspects of
creative thinking skill which are fluency
(questions number1b, 2, 4, 5b, 6b, 7, 9a, 10a,
11b), flexibility (question number 1a, 3, 5a,
6a, 8, 11c), and originality (question number
1c, 5c, 9b, 10b, 11a)
The test was also made to find out
which aspects of creative thinking skills was
the dominant so that students could develop
 312 International Conference on Islamic Education ICIE 2019

that dominant ability, as well as to find out and originality (53,33%) was labeled
which aspect that was not developed well.The moderate.
result of creative thinking skill test from all
15 students was described in figure 1. Creative Thinking Skill of Each Group in
All 3 Aspects

60 52.78 53.33 The creative thinking ability of each

50 39,63
Average percentage (%)

kurang group was drawn from the answer of their

40
30 cukup essays based on the level of understanding of
20 cukup2 each student which were high, moderate, and
10
0 low. This grouping was made by
consideringthe recap of students’ grades in
chemistry wih the help of the chemistry
teacherwho was responsible to teach the
the dimensions of creative thinking sample. The result of students’ creative
skill thinking skills on 3 indicators which were
Figure 1. The Result Of Students’ Creative Thinking fluency, flexibility, and originality was shown
Skill From The Test
in figure 2.
The result of the study showed that
overall score of students’ creative thinking
skill was categorized into moderate with 47%
average percentage score.The descriptions of
each aspect of creative thinking skill are as
follows, fluency (39,63%) was labeled poor,
flexibility (52,78%) was labeled moderate,
70 65.28
Average Percentage (%)

62.04 61.67
60 53.13
47.92 52.5
48.75
50
40 35.78
Kelompok Tinggi
30.56
30
20 Kelompok Sedang

10 Kelompok Rendah
0
Aspek Fluency Aspek Flexibility Aspek Originality
Creative THinking Skill Dimensions
Figure2. The Creative Thinking Skill Level of Each Group in All Aspects of Creative Thinking Skill

According to Figure IV.2, out of 3 theaspects of creative thinking skills were

aspects in creative thinking skills that was described in the following:
tested on high, moderate, and low group; the
result showed that the skill on creative Fluency Aspect
thinking of each group varied..In high level
group, all aspects in the category was Fluency aspect (articulation)was also
categorized as good. called articulation aspect. A student was
considered fluent when they were able to
On the other hand, students in deliver many ideas, explain the solutions or
moderate and low groupwas categorized poor answer the questions in relation to the variety
in fluency aspect, and the other two aspects of different correct solutions that students
which were flexibility and originality was could answer.
categorized as moderate. The varied result on
 Yuni Fatisa; The Analysis of Student Creative Thinking Ability…
The percentage of fluency aspect in
the open-ended questions test was categorized
as poor with the percentage of 39,63%. Based
on the measurement in students’ level of
fluency from every groups; high, moderate,
and low; it was discovered that the high group
achieved good category with the percentage
of 62,04% whereas the moderate and low
group were categorized as poor with the
percentages of 35,78% and 30,56%.The
different percentages of the average score
among the high, moderate, and low group was
shown in the answers of their tests.Among the
three groups of students, students in low
group scored the lowest compared to the
students in the other two groups.
Based on the grouping of students
(high, medium and low), they obtained the
creative thinking skills in various aspects of
the category, so that the achievement of the
level of creative thinking ability of students is
not maximized due to many factors, one of
which was the learning process that had not
given a habituation for the students in solving
problems in the form of solving the problem
given by many answers, whichwas also
reinforced by the response of one of the
students at the interview, which was as
follows:
"Are there any difficulties when taking
the open ended test? Why? (researcher)
Yes ... There was a difficulty in
conducting this test because it was the first
time we did it because we had to find some
information or think about the answers. (high
group)
The interview results showed that the
open-ended test was a new thing they
experienced in the learning process so far.
Therefore, students were not accustomed to
the open ended problems problem. The lack
of students 'creative thinking ability were also
caused by students' difficulties in answering
the questions given which were also
strengthened by the responses of one of the
students during the interview:
313
“Apakah ada kesulitan pada saat
mengerjaka ntes open ended berlangsung?
kenapa? (peneliti)
Ya,,,Ada kesulitan dalam melakukantes ini
dikarnakan baru pertama kali kami
melakukannya sebab kami harus mencari
beberapa informasi atau memikirkan
jawabannya. (kelompoktinggi)
Questions number 2 and 4, aimed to
identify fluency thinking abilities that were
realized by the cognitive ability of students to
answer questions with a various of ideas,
answer to problem solving correctly. The data
obtained showed that in the medium and low
groups there were some students who did not
answer question number 2. From the results
of students’ work, it appeared that students
did not understand what was meant by the
problem, so they did not write any answer.
Mostly, the students answered only one
answer, they did not give more than one
answer.
In question number 4, students also
did not provide relevant examples and only
mentioned in theory without relating to daily
life. This was because students only
memorized the theory, but were not able to
apply to the real thing. As stated in previous
studies that the emphasis on memorization
was not followed by meaningful study when
learning would hinder the understanding of
concepts and could not apply them to other
real events.
Different with the students in the
medium and low groups, students in the high
group could mention C element, as well as the
use of alkanes in daily life or provided
relevant examples and that was what causes
the percentage value of creative thinking
abilities in fluency in the high group was
better than students in the medium and low
groups
This case indicated that students had
less ability to provide a variety of ideas, in
answering open-ended test problems. In this
aspect, students should be able to answer
questions with various ideas, answer the
problem solving correctly.
 314 International Conference on Islamic Education ICIE 2019
The flexibility aspect
Flexibility in problem solving refered
to the ability of students to solve problems in
a various of different and correct ways. The
percentage of achievement of the flexibility
aspect based on the open-ended test ranked
second with a percentage of 52.78% and fell
into the moderate or sufficient category.
Students were said to fulfill this aspect
if they could solve problems in two or more
ways that were different and correct. Then the
answers were analyzed using scoring
guidelines so that some answers with certain
values were obtained. In this aspect,questions
number 1a and 8 were employed where both
of these questions were able to identify the
ability to think flexibly that was obtained by
the ability of students to answer problems on
the problem in different ways / approaches.
The results of achieving the flexibility
aspects of each group could be seen in Figure
IV.2 and it could be seen that the highest
percentage was found in the high group
(65.28%) with good categories, while the
moderate and low groups were in the
moderate category with the percentage of
each is 47.92 % and 53.13%. This happened
because almost all students in the high,
medium, and low groups answered incorrectly
on questions related to this aspect.
The obtained data showed that most of
the students in the high, medium and low
groups had mentioned what tools were used
in number 1a correctly in accordance to
flexibility. However, students did not fully
understand what tools and materials were
used to identify the constituent elements of
carbon compounds. This was possibly
because students were not familiar with the
desired laboratory equipment and materials.
In addition, students were not accustomed to
thinkin full flexibility. Whereas in number 8
the data obtained showed that most students
had answered with various different answers
or solved the problems correctly. But there
were still some other students whowere not in
accordance with the theory and had not
thought in flexibility. This was because
students did not fully understand the concept,
that the isomeric structure of the 2-hexane
compound had many isomers that might arise
(could be seen from the results of student
work). In addition students had not been
trained in making several isomers.
Based on these descriptions,
researchers then concluded that students had
not been able to think in flexibility based on
student answers. The fact that students were
still inclined to confusion in answering
questions when they were presented with the
pictures of practicum tools, even though the
pictures were presented were quite complete
and clear.
Originality Aspects
Originality is the ability of students to
produce new / unique ways to solve problems
or when students have new ways in solving
problems when they can come up with
answers that are different from previous
answers or are uncommonly known to
students. Novelty thinking skills are defined
as one's skills in producing valid and rare
(unique) responses.
The percentage of achievement in the
aspect of originality in the open-ended test
reached a moderate category with a
percentage of 53.33%. This percentage wass
the highest percentage among other aspects.
Questions number 1c, 5c and 9b, aimed for
students’ ability to identify the ability to think
in originality aspect that was recognized by
the ability of students to answer questions
with unique ideas. The originality aspect’s
achievement in each group; high, moderate,
and low level groups;were as the following: in
high level group, they achieved good category
with the percentage of 61,67%, while in
moderate and low level groups, they achieved
moderate category with the percentages of
52,50% and 48,75%.The different numbers in
the achievement’s percentage of each level
group was shown in students’ answers.
Among the three different grouping, the low
students got the lowest percentage compared
to the students from moderate and high
leveled groups.
 Yuni Fatisa; The Analysis of Student Creative Thinking Ability…
Students in high group level achieved
the highest percentage due to their ability to
analyze the answers with new conclusion in
questions number 1c and 9b. On question
number 5c, almost allstudents in high level
group mentioned the examples of things that
was known to contain the carbon
matters.These answers were the result of
students’ memorizing practice in answering
questions in originality aspect.Based on the
above description, it was concluded from this
study that most of the students were able to
think using the originality aspect that was
related to their daily life.
In contrast to the students from high
level group, students in moderate and low
level groups were lack of understanding in the
concept especially in analyzing the conclusion
in the given questions (number 1c and 9b) as
well as their ability to provide the examples
of carbon matters (question number 5c).
Based on their work, it was obvious that they
did not understand the whole concept. They
only memorized the theory without making
any correlation with their daily life.
Nevertheless, in this aspect, most of the
students could answer the questions given to
them correctly. yang lain (unik). In this
aspect, students were expected to answer the
questions with various uniques ideas or
notion. Students were supposed to answer the
questions with out of the box answers. The
low scores that the students got in some
aspects were due to their lack of practice in
working on the open-ended problems test.
The result was in line with their statement that
they were not used to work on an open-ended
problems test thus they were lack of confident
and felt awkward to find the solution to the
problems.
CONCLUSION AND
RECOMMENDATION
Based on the study on students’ level of
creative thinking skill in open-ended
problems test about hydorcarbns matter of XI
MIA bahrululumpantai raja, it can be
concluded that the result of test showed the
students’ level of creative thinking skill was
moderate with 47% average score.
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315
The result was described in each aspect as
follows; fluency aspect was categorized as
poor (39,63%), flexibility was categorized as
moderate (52,78%), and originality aspect
was labeled as moderate (53,33%).
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Dzirratur, Rahmi, Rusman& Erlinda.
Identifikasi Kemampuan Berpikir Kreatif
Siswa Kelas XI Menggunakan Soal Tes
Open Ended Problems Pada Materi
Koloid Di SMA/MA Kota Banda Aceh.
Jurnal Ilmiah Pendidikan Kimia (JIMPK)
Vol. 1. No. 4, (Darussalam Banda Aceh:
FKIP Universitas Syiah Kualu: tt), hal.
60.
Education Scotland. (2014). Chemistry Open
Ended Question Support Materials,
Riduwan. (2009). Metode dan Teknik
Menyusun Tesis. Bandung: Alfabeta. hal.
45.
Sani, R. A. (2013). Pembelajaran Saintifik
Untuk Implementasi Kurikulum 2013.
Jakarta: PT BumiAksara.
Sugiyono. (2014). Metode Penelitian
Kuantitatif, Kualitatif, R&D. Bandung:
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