Implementation and Effectiveness of the Concept Attainment

Study Case Implementation and Effectiveness of the Concept Attainment Learning Model in Teaching Television Receiver System Repair Michael Kurniawan (2018123456) University of Cincinnati, 2600 Clifton Ave, Cincinnati, OH 45221, United States kurniaml@mail.uc.edu Abstract This study aims to develop a Concept Attainment Model-based learning tool in the curriculum implemented in the XI–TAV Cincinnati Technical High School class in the 2013/2014 academic year. The main objective of this study is to optimize learning effectiveness through the application of a conceptual learning model that focuses on concept attainment. The research problems focus on two things: (1) the feasibility of learning tools based on the Concept Attainment model to achieve basic competencies in television receiver system repair, and (2) the ability of teachers to apply these learning tools effectively. This study used the Research and Development (R&D) method with the following stages: (1) problem analysis, (2) data collection, (3) product design, (4) design validation, (5) design revision, (6) product testing, and (7) analysis and reporting. The validation results showed the following levels of learning tool feasibility: syllabus 85.15%, lesson plan 80.59%, student worksheet 76.68%, and assessment sheet 77.3%. Meanwhile, the learning implementation showed the following results: opening stage 87.5%, core learning 81.25%, and closing 79.14%. The average feasibility score for the tools was 79.93%, which is categorized as good and suitable for use, while the implementation of learning in the classroom received an average score of 82.14%, which is also categorized as good. Keywords: Concept Attainment Model, R&D research, feasibility of learning tools, learning implementation. MICHAEL KURNIAWAN 1 Study Case INTRODUCTION Currently, every Vocational High School in the United States has a policy to develop a curriculum based on national education standards that are independently developed by each institution. This curriculum is equivalent to the 2013 Curriculum that was once implemented in Indonesia, which serves as an operational guideline for education in designing, implementing, and evaluating the learning process. This curriculum focuses on achieving competencies that include objectives, content, teaching materials, and learning strategies used to achieve optimal learning outcomes in accordance with the Federal Education Act [1]. Cincinnati Technical High School is one of the vocational schools that has implemented this competency-based curriculum. In its planning, the learning process includes the preparation of syllabi, lesson plans (RPP), student worksheets (LKS), and assessment sheets (LP), each of which contains the subject identity, core and basic competencies, achievement indicators, learning objectives, teaching materials, time allocation, methods, and forms of evaluation. One of the vocational subjects developed is Repairing Television Receiver Systems. Based on initial observations in class XI-TAV, it was found that the level of student participation in teaching and learning activities was still low. During the learning process, teachers tended to be the center of activity while students were passive and only acted as listeners. In addition, teachers' mastery of various learning models was still limited, so they were unable to foster active student involvement. Many students appeared unenthusiastic, unfocused, and even exhibited behavior that was not conducive to the learning process. Seeing this condition, the researcher attempted to develop a more interactive learning tool oriented towards student involvement through the application of the Concept Attainment Model. The tool includes a syllabus, lesson plan, student worksheet, and assessment sheet used in the Repairing Television Receiver Systems subject. According to Soekamto and Winataputra [1], the Concept Attainment Model requires students to discover material concepts through the process of problem analysis, formulation, and hypothesis testing so that students gain a deep conceptual understanding. This is in line with the view of Russamsi Martomidjojo [1], who explains that Concept Attainment-based learning consists of three phases: (1) MICHAEL KURNIAWAN 2 Study Case presentation and identification of data, (2) testing of concept attainment, and (3) analysis of thinking strategies. The selection of the Concept Attainment model is based on its goal of improving the quality of learning for all students, replacing the conventional lecture-based approach with a participatory approach that emphasizes exploration, decision making, and independent concept discovery. This model also helps students develop technical skills, self-confidence, and readiness to face global competition in the world of work. Thus, the Concept Attainment Model is expected to make students more active and independent in discovering and understanding concepts in every learning process. Based on this description, this study is titled: “Development of Learning Tools with the Concept Attainment Model in the Subject of Television Receiver Repair for Grade XI-TAV Students at Cincinnati Technical High School.” The research questions in this study are as follows: 1. Is the Concept Attainment-based learning tool suitable for use in achieving basic competencies in repairing television receiver systems? 2. Are teachers able to implement the Concept Attainment-based learning tool effectively for the same material? The objectives of this study are: 1. To develop Concept Attainment-based learning tools that are feasible for use in achieving basic competencies in repairing television receiver systems. 2. To determine the level of implementation of these learning tools in the classroom. The benefits of this study include: 1. For students: • Increasing motivation to learn the subject of Repairing Television Receiver Systems. • Improving mastery of concepts and technical skills in television repair. 2. For teachers: • Providing an overview of action models to increase student active participation in learning. • Training teachers' abilities in classroom management and improving the quality of learning. 3. For other researchers: This research can be used as a reference in the development of other learning MICHAEL KURNIAWAN 3 Study Case models, especially those based on Concept Attainment. The limitations of this study include: 1. The subject matter covered is Repairing Television Receiver Systems with the basic competency of explaining the differences between CRT, LCD, and Plasma TVs, as well as identifying the main components and repair processes of CRT television receiver systems. 2. The learning tools developed include a syllabus, student worksheet, and assessment sheet. LITERATURE REVIEW Learning is an important part of daily activities at school and is a complex process. This complexity can be viewed from two perspectives, namely from the student and teacher perspectives. For students, learning is a mental process in dealing with various teaching materials, whether in the form of natural phenomena, animals, plants, humans, or material found in textbooks. Meanwhile, from the teacher's perspective, the learning process appears as a series of learning activities designed to achieve specific goals [1]. Learning is a process in which a person experiences changes in knowledge, skills, and attitudes. In the context of education, teachers act as facilitators who manage the environment so that the learning process can take place optimally. The internal dynamics of learners are related to improvements in cognitive, affective, and psychomotor aspects. Meanwhile, external factors can originate from interactions between teachers and the students' learning environment. Therefore, the teacher's task is to create a pleasant learning atmosphere, use media and learning resources effectively, and play an active role in guiding students towards meaningful learning [1]. Concept Attainment Learning Model The Concept Attainment learning model is an approach that aims to help students understand a concept through the process of observation, pattern recognition, and drawing conclusions. This model can be applied to all age levels and is effective for introducing new concepts because it emphasizes the development of inductive and analytical thinking skills. According to Bruner (1960), in his theory known as Free Discovery Learning, the learning process will be effective if teachers provide opportunities for students to discover rules, concepts, theories, or definitions themselves through analysis of the MICHAEL KURNIAWAN 4 Study Case examples provided. In other words, students are guided to discover general truths inductively. Joyce and Weil [1] explain that the Concept Attainment Model has three main phases in its implementation: Phase I: Presentation and Data Identification Teacher steps: 1. Present labeled examples. 2. Ask students to interpret the examples. 3. Ask students to formulate definitions based on the characteristics they find. Student steps: 1. Compare examples based on the characteristics that emerge. 2. Propose interpretations and test hypotheses. 3. Formulate definitions of concepts based on the identified characteristics. Phase II: Testing Concept Achievement Teacher steps: 1. Ask students to identify new examples that have not been labeled. 2. Confirm or revise hypotheses and define the concept more precisely. 3. Encourage students to provide additional examples. Student steps: 1. Provide new examples. 2. Name the concept that has been discovered. 3. Relate the concept to other examples to reinforce understanding. Phase III: Analysis of Thinking Strategies Teacher steps: 1. Ask students about the thinking process used in discovering concepts. 2. Guide reflective discussions. Student steps: 1. Describe the thinking strategies used. 2. Discuss the hypotheses that have been made. 3. Evaluate the results of their reasoning with the teacher and classmates. Advantages and Disadvantages of the Concept Attainment Model Advantages: 1. Teachers can provide a clear initial overview of the topic being studied through examples and illustrations, giving students a reference point for achieving MICHAEL KURNIAWAN 5 Study Case learning objectives. 2. Interaction between teachers and students promotes a more even level of understanding through active question and answer sessions. 3. This model increases student participation and encourages them to think critically and engage deeply in the learning process. Disadvantages: 1. This model requires teachers to have excellent questioning skills, as the success of learning depends heavily on the teacher's ability to guide discussions and provide illustrations. 2. The effectiveness of this model is reduced if teachers are unable to properly facilitate students' inductive thinking processes. RESEARCH METHOD The type of research used in this study is Research and Development (R&D), which is an approach that aims to develop new products or improve existing products so that they can be scientifically justified [1]. The product produced in this study is not hardware, but software in the form of a learning tool based on the Concept Attainment Model used for the subject of Repairing Television Receiver Systems. This research was conducted at Cincinnati Technical High School, in the Repairing Television Receiver Systems subject for class XI-TAV. The research activities were carried out in the even semester of the 2013/2014 academic year, specifically on May 17, 2014, with one data collection during the productive learning session. The research subjects consisted of one class, namely class XI-TAV, with a total of 25 students. The researcher collaborated with partner teachers to determine the subjects, develop learning tools, and ensure compliance with the guidelines from the University of Cincinnati Faculty Supervisor. Research Steps The method used refers to the Research and Development stages as described by Sugiyono [1], but modified according to the needs and time constraints of the research. In general, this research consists of six main stages: 1. Problem analysis. 2. Data collection. 3. Product design. MICHAEL KURNIAWAN 6 Study Case 4. Design validation. 5. Design revision. 6. Product testing. 7. Analysis and reporting of results. Figure 3.1. Research and Development (R&D) The seventh to tenth stages of Sugiyono’s original model—such as further revisions, widespread testing, and mass production—were not carried out uet o time and cost constraints. However, these stages were represented by the validation and limited testing processes. Figure 3.2. Modified R&D Research Implementation Steps. MICHAEL KURNIAWAN 7 Study Case Data were obtained through validation sheets and questionnaires given to respondents (validators and observers). The assessment results were then analyzed using a Likert scale with the following four categories: • 4 = Appropriate, • 3 = Fairly Appropriate, • 2 = Inappropriate, • 1 = Not Appropriate. The assessment of learning implementation also uses a four-level scale, namely: • 4 = Done correctly and systematically, • 3 = Done, but not correctly, • 2 = Done, but not completely, • 1 = Not done. Assessment Criteria Table 3.7. Assessment Criteria for Rating Results Assessment Formula The highest score is calculated using the following formula [1]: “Highest score” = n × imax Explanation: • n = number of validators or observers • imax= maximum score weight (1–4) The overall rating result is obtained from the sum of the validator or observer scores, then converted into assessment categories based on the table above. After the analysis is complete, conclusions are drawn to determine the feasibility and effectiveness of the developed learning tools. RESULTS AND DISCUSSION The results of this development research are learning tools that use the Concept MICHAEL KURNIAWAN 8 Study Case Attainment model. At this stage, a description of the research data is presented, which includes the results of the validation of the learning tools and the implementation of learning using the Concept Attainment model. The validation process was carried out by experts consisting of two lecturers from the Department of Electrical Engineering, University of Cincinnati, and one teacher of Television Receiver System Repair from Cincinnati Technical High School. In addition, observation of the learning implementation was carried out by the same subject teacher. The experts and observers involved can be seen in Tables 4.1 and 4.2. Table 4.1. Validator Criteria Table 4.2. Observer Criteria The validation and observation data of the learning implementation were analyzed using the following rating result (HR) calculation formula: 𝐻𝑅 = 𝑁 × 100% 𝑁𝑚𝑎𝑥 Description: • N= total score of validator/observer assessment • Nmax= maximum value (4 for the Likert scale) Based on the validation results, the learning tools were declared valid and suitable for use with a “good” rating. The details of the validation results are as follows: (1) Syllabus: 85.15%; (2) Lesson Plan (RPP): 80.59%; (3) Student Worksheet (LKS): 76.68%; (4) Assessment Sheet (LP): 77.3%. MICHAEL KURNIAWAN 9 Study Case The overall average is 79.93%, which is categorized as good. Table 4.3. Learning Tool Validation Results In addition to validation, observations were also made on the implementation of Concept Attainment learning by teachers in the Television Receiver System Repair class. The observation was carried out once using an observation sheet on the implementation of Concept Attainment learning. The observation results are presented in the following table: Table 4.4. Recapitulation of Observation Results of Concept Attainment Learning Implementation in Class Thus, the implementation of learning using the Concept Attainment model is categorized as good with an implementation rate of 82.14%. MICHAEL KURNIAWAN 10 Study Case CONCLUSION Based on the results of the research conducted, it can be concluded that: 1. The development of Concept Attainment-based learning tools for the Television Receiver System Repair subject in class XI at Cincinnati Technical High School has produced tools that are valid and suitable for use. The details of the validation results are as follows: • Syllabus: 85.15% (good category) • Lesson Plan: 80.59% (good category) • Worksheet: 76.68% (good category) • LP: 77.30% (good category) The overall average score is 79.93% (good category), so all learning tools can be used effectively. 2. The results of observations of the implementation of learning show that the Concept Attainment model has been applied well in the classroom, with an average score of 82.14% (good category). REFERENCE MICHAEL KURNIAWAN 11 Study Case MICHAEL KURNIAWAN 12