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Ahmad Muhlisin
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Muhlisin / Unnes Science Education Journal 7 (1) (2018)
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Muhlisin / Unnes Science Education Journal 7 (1) (2018)
Students' Response
The Precentage of
through the making of mind map both individuals 80,0%
and groups; more interesting, fun and motivating Positive
60,0%
to learn because it uses interesting images, Response
symbols and colors; easier to learn a material 40,0%
because it has a concise note and clear and easier 20,0% 7,5%
Negative
Response
to remember the material because the learning
0,0%
process is done with the activities of individuals Students
and groups so as to make meaningfulness in Response
learning. The result from research (Muhlisin,
2016) related to the influence of the RMS learning Figure 1. The precentage of Students’ response
model on mastery of the concept shows the result toward the implementation of learning model
that the RMS learning model significantly RMS
influences compared to the conventional class.
Based on explanation above, it necessary to
35 32 30
examine students’ responses in RMS learning 27,5
Average Score
30 23,5
model implementation in philosophy science 25
20
Learning, in order to get factual overview of 15
students responses in learning process. The factual 10
5
overview of students responses as an evaluation in 0
leering process, so that learning outcomes or
learning objectives can be attained optimally.
METHODS
Figure 2. Average of Students response on each
The type of research is pre experimental indicator
design, with research sample 40 students of first
odd semester student in the year of 2017/2018. The average of response result on each
The instrument used is a questionnaire developed indicator shown in Figure 2 shows that the highest
by (Muhlisin, 2017) with a reliability level of student response indicator is on attention aspect
0.672. Data analysis using quantitative descriptive. with average of 32 and the lowest on satisfaction
Student response questionnaire grid can be seen in aspect with an average of 23.5. It gives an
Table 1. illustration that indicator of attention which
includes “enjoying learning” variable, there is no
RESULTS AND DISCUSSION wrong concept, improve retention, and easy to
learn the subject matter become the reason of
Students response towards implementation of student in giving positive response to RMS
RMS learning model in philosophy science learning model.
Learning in Science Education Program of The students' positive response to the
Untidar that surveyed by questionnaies with implementation of RMS learning model is
“Yes” and “No” choices in their answers. Result influenced by several factors. The step of RMS
of students response analysis can be seen in Figure learning model purposely facilitates students to be
1. Based on figure 1, it can be conclude that able to prepare themselves in following learning,
majority of students gives positive response by reading critically the material that will be
towards the implementation of RMS learning studied with various sources of learning. As
model in phylosophyscience Learning. in detail, informed in provious research by Kirmizi (2015)
students response in every developped response that learning readiness has a positive effect on
indicator that included attention, relevance, motivation and learning success.
confidence, and satisfaction, can be seen in Figure
2.
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Muhlisin / Unnes Science Education Journal 7 (1) (2018)
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Muhlisin / Unnes Science Education Journal 7 (1) (2018)
Another factor that influence student has 3. Emphasize more on image symbol on the
positive response is activity of mind map making. process of mind map making to make it
Mind mapping activities require students to more interesting.
understand and remember reading material, which
will be poured through their writing in the form of REFERENCES
mind map. This activity focuses students in
organizing meaningful information and provides an Febrianti, Enawaty, E., & Lestari, I. (2015).
opportunity to review information that has been Pengaruh Media Booklet Cherlys dengan
obtained so that students are able to understand a Pendekatan Konstruktivistik terhadap
concept well. Mind mapping also uses images and Hasil Belajar dan Respon Siswa SMA.
Jurnal Pendidikan dan Pembelajaran, 4(9),
symbols that can make students interesting to follow
1-16.
the learning process. This is reinforced by the results
Muhlisin (2016) that the activity of drawing with Hamalik, O. (2011). Kurikulum dan Pembelajaran.
symbols and colors can make learners more happy Jakarta: Bumi Aksara.
in doing so that learners are better able to
understand a certain thing Hamdu, G. & Agustina, L. (2011).
The final step in the RMS learning model is Pengaruhmotivasi belajar siswa
terhadapprestasi belajar IPA di sekolah
sharing. This activity is facilitated by students
dasar.Jurnal Penelitian Pendidikan, 12(1),
interaction, with each other in describing the mind 90-96.
map results among them. Students have a positive
response on sharing, because in this step the KBBI. 2017. (Online), (http://kbbi.web.id/),
students only explain the result of mind map they diakses pada 20 November 2017.
made. This is different from other presentations that
have been done by them. Sharing in the step of the Kirmizi, O. (2015). The Influence of Learner
Readiness on Student Satisfaction and
RMS learning model is simple but can be able to Academic Achievement in an Online
describe a whole explanation. Program at Higher Education. The
Turkish Online Journal of Educational
CONCLUSION Technology, 14(1), 133-142.
Based on data analysis and discussion that has Norsaputra, A., & Johansyah. (2017). The Effect
of Problem Based Learning with
been explained then it can be concluded as follows.
Experiment on Students’ Responses and
1. Student response after implementation of RMS Learning Outcome in the Reflection and
learning model gave positive response of Refraction Concept Learning. Proceedings
92.5%. of International Conference on Applied Science
2. The highest student response indicators on and Health. ICASH: Faculty of Graduade
aspects of attention that include learning Studies Mahidol University.
pleasure variables, no misconceptions,
Majid, A. (2013). Strategi Pembelajaran.
improved retention, and easy to learn student
Bandung: Remaja Rosdakarya.
content with an average of 32.
3. Student's positive response is shown by their Maya, S. & Evy. (2014). Pengaruh Strategi
activeness in the learning process activities ARCS (Attention, Relevance, Confidence
both individuals and groups. and Satisfaction) terhadap Motivasi dan
Implementation of RMS learning model in Hasil belajar TIK Siswa Kelas VII di
SMP Negeri 4 Negara. e-Journal Program
order to get the optimal response, so it is necessary
Pascasarjana Universitas Pendidikan Ganesha
to pay attention to some suggestions as follows. Program Studi Teknologi Pembelajaran, 4(1),
1. Students are expected to read books or 1-10.
information from various sources of learning
online / offline and research results related Muhlisin, A. (2012). Pengembangan Perangkat
topics to be studied. Pembelajaran IPA Terpadu Berbasis
2. The lecturer should manage time well if the Contextual Teaching And learning (CTL)
dengan Model Pembelajaran Kooperatif
subject matter / topic is in many categories.
Tipe Student Achievement Division
(STAD) Tema Polusi Udara. Journal of
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Muhlisin / Unnes Science Education Journal 7 (1) (2018)
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