SPACE EXPLORATION 3D GAME FOR CLASSICAL LEARNING IN JUNIOR HIGH SCHOOL NINE GRADE CLASS

Widagdo1, Arief Syaichu Rohman2, Emir Maulidi Husni3

1

dagdo81@yahoo.com; Senior High School of Sawit Solo-Jogja Street Boyolali Indonesia

2 st

1 Academic Advisor, 32nd Academic Advisor; Electrical Engineering Master Program-ITB Ganesha Street 10 Bandung 40132 INDONESIA From the description above, in this research was designed and implemented a Space Exploration 3D Game for classical learning which can visualize the material science (physics) which are abstract in order to improve student learning result, student learning motivation and learning to classical learning that student as a centered. II. LEARNING CLASSICAL Classical learning was undertaken in the classical style of learning or followed by the students in amounts ranging from 1 to 45 people[11]. In classical learning required the implementation of two activities at once, namely the management of learning, and classroom management. Management of learning is an activity to implement instructional design, while classroom management is the creation of conditions that enable the activity to learn well. In classical learning there are several learning methods are used. Method is a way of regularly used to carry out a work order to achieve something with the desired[12]. According to Nikita Asmaranty[1] classical learning using 20 methods. Among Discussion Group Methods and Demonstration Methods. II.1 DISCUSSION GROUPS METHODS Discussion method is a method of teaching which is closely related to solving the problem (problem solving). This method is also commonly referred to as group discussion (group discussion) and the recitation social (socialized recitation)[1]. Step-by-step implementation of group discussions in class as follows[7]. 1. Preparation. In preparation for the things done as follows. - Define the objectives to be achieved. - Determine the type of discussion. - Specify the issues to be discussed. - Prepare the discussion of technical implementation. 2. Implementation. Things are done as follows. - Check out all the preparatory discussions. - Provide guidance prior to the discussion held. - Carry out discussions. - Give participants a chance to active. - Control of the conversation in order to remain focused. 3. Closure. Things are done as follows. - Make the key points of discussion as the conclusion.

Abstract Classical learning is still experiencing serious problem, especially in learning outcomes and students' low motivation to learn particular subjects of Natural Science (IPA). Learning in the classroom is still implementing a teachercentered learning paradigm puts the teacher as a source of knowledge. At the present stage of development a child is happy and looking for new challenge. This is demonstrated by the tendency of school-age children like to play the game because in generally game presents new word and challenges. Space Exploration 3D Game is developed for classical learning which can visualize the material or the concept of science (physics) the standard of competence to understand the solar system and the processes that occur in it. Design Space Exploration 3D Game simulate outer space objects in the solar system. Space Exploration 3D Game for classical learning uses Discussion and Demonstration Methods. The result of implementation shows that the Space Exploration 3D Game for classical learning can improve learning outcomes and students' motivation and effective in creating studentcentered learning. Keyword Classical learning, Space Exploration 3D Game, New word and challenges, Solar System, Student-centered learning.

I. INTRODUCTION Adult learning process, the activity of a prominent place on students, teachers are more likely to act as a facilitator and motivator. To achieve these learning goals, many methods and learning model created by education experts in order to approach the three domains, namely kognotif, affective, psychomotor be achieved as a whole and not mutilated because an activity is engaged in a comprehensive student learning is not separate-separation, which can be observed clearly only affective aspects and psychomotor only but be aware that the motor of the second aspect is the cognitive[13]. Classical learning in particular is still experiencing serious problems, especially in student learning outcomes. Based on field observations indicate that there are many students who are low learning motivation of subjects, especially on the subjects of Natural Science (IPA)[13]. Learning in the classroom is still implementing a teachercentered learning paradigm puts the teacher as a source of knowledge while the student as an object that must be given material science. Dominance of the teacher in teaching and learning tends to make learning a boring[9]. At the present stage of development a child is likes and looking for new challenges[2]. This is demonstrated by the tendency of school-age children like to play the game because in generally game presents new word and challenges.

- Review the discussion involves the opinion of the participants. II.2 DEMONSTRATION METHODS Demonstration method is a method of teaching by way of demonstrating the goods, events, rules, and perform a sequence of activities, either directly or through the use of teaching media that are relevant to the subject or the material being presented[1]. Implementation steps demonstration in the class as follows[7]. 1. Preparation. In preparation for the things must be done as follows. - Formulate the goals to be achieved by students. - Prepare an outline the steps of the demonstration. - Do demonstration trial. 2. Implementation. Things are done as follows. a. Opening measures. - Arrange student seating. - Point out what goals should be achieved by students. - Forward tasks to be performed by students. b. Step implementation of the demonstration. - Begin demonstration. - Create an atmosphere that isnt tense. - Make sure that all students attend the demonstration. - Provide opportunities for students to active. 3. Closure. Things are done as follows. - Give the task to do with the demonstration. - Do a joint evaluation of the course of the demonstration. III. LEARNING MEDIA AND GAME III.1 LEARNING MEDIA Media by Heinich a means of communication and information source[3]. Some examples of media include video, television, charts and computer programs. Media has many roles in learning. According to Syaiful Sagala[6], appropriate method of learning can be more effective if accompanied by the appropriate media. Media used by teachers in the classroom to convey information to students. In particular some of the role of media in the following learning[7]. - Catch an object or specific events. - Manipulate the situation, event, or a particular object. - Add to the excitement and motivation to study.

1. By improving learning outcomes, then the computer games can improve confidence and self-confidence. 2. In the training program, computer game can reduce training time and instructor workload, by providing more opportunities for training and practice. 3. Computer game is a good media in the learning materials are hard to visualize, or the manipulation with real objects. 4. Computer game is interactive, very good in improving creativity and critical thinking. 5. Computer game can improve player learning ability. 6. If the computer game in online situation, then it can be used to improve social relations by simultaneously interacting with other players. III.3 CELESTIA AS A GAME ENGINE Celestia is real-time space simulation that gives the experience of exploring the universe in 3-dimensional visual[10]. Celestia is the result of inspiration and creation of an American programmer named Chris Laurelyang developed with C + + programming language. Simulations of this space has the space object database is quite complete, especially solar system objects like the Sun, Planets and Satellites that can be observed in real time. Users can observe the earth with the actual position at the time. Celestia program opening the display as shown in Figure 1.

Figure 3.1 Display the opening program Celestia[10].

Journey in space exploration can be developed using Celestia. Cel and. Celx use programming language Lua script.

IV. DESIGNING LEARNING CLASSICAL Teaching-learning process is an activity undertaken to achieve student learning goals[8]. Learning objectives planned by the teacher based on the Basic Competency Standards and Competencies that have been assigned to the Education Unit Level Curriculum. Actors in the process of learning is that students and teachers. 1. Student. III.2 GAME-BASED LEARNING Learning aims at making students active learning tasks. Learning must offer an alternative learning resources that Computer games for learning is an application that uses the are not centered on the teacher. characteristics of a computer game to create an interesting learning experience and fun that will lead to a goal of learning, 2. Teacher. Teachers to design lessons for students to be active in a learning experience and result[7]. learning. Teachers and new challenges for students in the According to Mitchell and Savill-Smith from literature learning process. The teacher acts as a learning planner, source there are some positive effects from the use of [5] mentor, facilitator, motivator and evaluator of student computer games for learning as follows. learning outcomes.

Learning aims Space Exploration 3D Game for classical learning as follows. - Mention the center and the solar system - Describe the shape of the planet and its satellites orbit. - Classify the size and order of the planets. - Comparing the rotation period and the period of revolution of the planet. - Explain the relationship between earth, moon and sun. - Explain the eclipse. - Explain the phases of the moon. Instructional design is designed so that students active in the learning process. 1. Design Space Exploration 3D Game. Space Exploration 3D Game stimulated space objects in the solar system. Users can roam space with the space shuttle starts from the earth then around the solar system. Systematic way is divided into two levels. At each level is divided into several missions, including the following. a. Level 1. - Mission 1: know the sun and planets in the solar system. - Mission 2: know the shape of planetary orbits and the satellite trajectory. - Mission 3: know the sequence, size, rotation and revolution periods of planets. b. Level 2. - Mission 1: observe the relationship of the Sun, Earth and Moon. - Mission 2: observe the Earth orbits the Sun and the Moon to Earth. - Mission 3: know the position of solar and lunar eclipses, and recognize the phases of the moon. 2. Classical Learning Design. Space Exploration 3D Game for classical learning use two methods of learning, ie Discussion Group Method and Demonstration Method. a. Discussion Group Method.
Table 4.1 Stages of Design Discussion Group Method. Activity Teacher Formulate Goals To Be Achieved Determine What Type Of Discussion Define The Problem To Be Addressed Prepare Technical Discussions Check All Preparatory Discussions Distribute The Observation Sheets And Reports Student Noticing Explanation Purposes Match The Type Of Discussion Noticing Description Of The Problem To Be Discussed Prepare Technical Discussions Check All Preparatory Discussions Ensure Receiving Observations Sheets And Reports Implementation Time

Provide Guidance Prior To Discussion Implement The Discussion Provide Opportunities For Active Participants Controlling The Conversation In Order To Remain Focused Guiding The Students In Filling Out The Observation Sheet Guiding Students To Make Inferences Closure Review The Discussion Involves The Opinions Of The Participants

Noticing Briefing Before The Discussion Implement The Discussion To Put Forward Students Ideas In The Discussion The Focus Of Discussion Fill Out The Observation Sheet Making The Conclusion Of The Learning Put Forward Any Claim

10

b. Demonstration Methods.
Table 4.2 Stages of Design Demonstration Methods. Activity Teacher Formulate Goals Are Achieved By Students Prepare An Outline Of Step Demonstration Do A Brief Demo GLA Set Up Student Seating. Sharing The Observation Sheet To Put Forward The Goals To Be Achieved By Students To Put Forward Tasks To Be Performed By Students Conducting Demonstration GLA Ensure That Students Follow The Demonstration With Active And Conducive Give Specific Tasks Conducting Joint Evaluations Of The Course Of The Demonstration Student Taking Into Account The Goal Explanations Noticing Outline Step Demonstration Observing Short Demo GLA Occupying An Appropriate Seat Ensuring The Receiving Sheet Observations Noticing Explanation Of Goals Students

Stages

Time

Preparation

10

Stages

Explanation Noticing Student Assignment Observe The Demonstration Of GLA Following The Demonstration By The Active And Maintain As Conducive Do On The Tasks Are Given To Put Forward Opinions About The Course Of The Demonstration

60

Preparation

10

Closure 60

10

Implementation

Testing is done by applying Space Exploration 3D Game for classical learning in school. Some of the things that test results are analyzed from the measurement of learning outcomes, measuring student learning motivation, and indicators of student learning center. 1. Measurement of learning outcomes. Learning outcomes were measured using an instrument Pre Test and Post Test. The excess of the value of Pre Test Post Test and called the gain that can be expressed by the following formula[4].

3. Indicators of student learning center. The indicator is to look at the activities of students and teachers during the lessons learned from observations during the learning. V. TESTING AND ANALYSIS Testing Space Exploration 3D Game for classical learning is implemented in Junior High School State 1 Bandung with Discussion Method amounted 24 students and Junior High School State 19 Bandung with the Demonstration Method amounted to 30 students. Analytical testing of the Space Exploration 3D Game for classical learning as follows. 1. Analysis of Learning Results. Discussion Group Method of data of the average pre test 60.63 and post test was 83.96. While the method of demonstration data of the average pre test 49.83 and post test 70.50. The success of the learning methods used to improve learning outcomes can be seen from the gain dinormalisasinya. The increase is said to gain dinormalisasinya higher when approaching one. Based on the data processing is done on the pre test and post test students, the normalized gain for Discussion Group Method and Demonstration Method normalized gain ratio can be expressed as in Table 5. .
Table 5.1 Comparison of normalized gain of two Methods of Learning. Discussion Methods Average Pre Test Average Post Test The actual gain Gain maximum n-gain 60,63 83,96 23,33 39,38 0,59 Demonstration Methods 49,83 70,50 20,67 50,17 0,41

Furthermore the gain is normalized by dividing by the maximum gain. So it is easier to interpret because the gain has a maximum value of the normalized one. Normalized gain formula is as follows[4].

Interpretation of the normalized gain values shown by Table 3.

Table 4.3 Interpretation of the value of the normalized gain[4]. Value <G> Classification Height Normal Low

2. Measurement of students' motivation. Students' motivation after learning is measured using a questionnaire prepared with the determination of the scale according to the Likert scale[4]. For the purposes of statistical data processing, each answer choice is weighted with the following. For the positive: SA = 4, A = 3, D = 2, SD = 1 For a negative declaration: SA = 1, A = 2, D = 3, SD = 4 The formula is used to determine the criteria for students responses to the learning process as follows[4]. skortotal skor = skormaksimum In the following table will be presented correlation scores obtained from the spread of the questionnaire.
Tabel 4.4 Criteria for student responses[4]. The range of scores Skor > 70 30 < Skor < 70 Skor < 30 Classification Height Normal Low

x 100%

From Table 5 it can be concluded that the Space Exploration 3D Game for classical learning is effective in improving student learning outcomes. From Table 5 it can be concluded also that the Discussion Group Method is more effective in improving student learning outcomes. 2. Analysis of Student Motivation Questionnaire. The questionnaire is used to determine the effect of teaching method that is used for students' attitudes and motivation. Comparison data of the average results of the questionnaire responses of students in Discussion Group Methods and Demonstration Methods can be seen in Table 6.
Table 5.2 Comparison of the average student response to the two methods of learning. Discussion Methods Total Score Maximum Score Percentage Category 1586 1920 82,60 % Height Demonstration Methods 1904 2400 79,33 % Height

Based on Table 6 it can be concluded that the Space Exploration 3D Game for classical learning to be effective in motivating students to learn. If the comparison between Discussion Group Methods and Demonstration Methods, the most effective method is the Discussion Group Method. 3. Analysis of Observations. Observations during the study aims to see the activities of students and teachers. In this case the observer will note how the time allocation of students and teachers play an Figure 5.2 Comparison of the results of observations of the activities of active role in learning. students and teachers in Demonstration Method. Comparison of the results of observations of the activities of students and teachers on Discussion Group Methods can Total learning time for 80 minutes. Figures 2 and 3 illustrate be seen in Table 7 and Figure 2. that students are more active role in learning than the teacher, so it can be said to student-centered learning and the role of Table 5.3 Comparison of the results of observations of the activities of the teacher transformed into a coach, facilitator, motivator and students and teachers on Discussion Group Method. evaluator to verify the new knowledge acquired by students.
Learning Steps Preparation Implementation Closure The Amount of Time Percentage Teacher 9 minutes 16 minutes 9 minutes 34 minutes 42,5 % Student 8 minutes 51 minutes 9 minutes 68 minutes 85 %

VI. CLOSING Based on the results of testing and data analysis of the Space Exploration 3D Game for classical learning science subjects (physics) the Junior High School can be concluded as follows. 1. Space Exploration 3D Games for classical learning can improve learning outcomes and students' motivation and effective in creating student-centered learning. 2. Space Exploration 3D Games for classical learning Discussion Group Method is more effective than the method for the demonstration of learning, student motivation and higher activity. REFERENCES
[1] Asmaranty, N., Pendekatan Pembelajaran Klasikal. http://www.scribd.com/doc/89969837/52/Pendekatan-PembelajaranKlasikal, 25 Mei 2011, 23:00 WIB. Dahar, Ratna Wilis, Teori-Teori Belajar, Erlangga, Jakarta, 1989. Heinich R, et.al., Instructional Technology and Media for Learning, Prentice Hall, 2005. Likert Rensis, A Technique for the Measurement of Attitudes, Archive of Psychology, 1932. Mitchel, A., Savill-Smith, C., The use of computer and video games for learning, Learning and Skills Development Agency, London, 2004. http://www.Isda.org.uk/files/PDF/1529.pdf, 26 Mei 2012, 12.15 WIB. Sagala, Syaiful, Konsep dan Makna Pembelajaran, Alfabeta, 2003. Sanjaya, Wina, Strategi Pembelajaran Berorientasi Standar Proses Pendidikan, Kencana, Jakarta, 2010. Sudjana, Nana, Penilaian Hasil Proses Belajar Mengajar, Remaja Rosdakarya, Bandung, 2006. Suroto, E.R., Virtual Reality 3D Game Berbasis Adventure-Simulation Hybrid Genre Untuk Mata Pelajaran Fisika, Tesis Magister, Universitas Dian Nuswantoro Semarang, 2009. ______________, Celestia Users Guide for Version 1.5.1, 2008. http://www.shatters.net/celestia/docs/CelestiaUsersGuide-1.3.2.pdf, 28 Mei 2012, 09.50 WIB. ______________, Hakikat dan Pengertian Belajar, 2011. http://www.fkip.untag-banyuwangi.ac.id/Artikel/hakikat-danpengertian-belajar.html, 25 Mei 2012, 22:35 WIB. ______________, Kamus Bahasa Indonesia. http://kamusbahasaindonesia.org/pembelajaran, 25 Mei 2012, 22:30 WIB. ______________, Pengaruh Pembelajaran Klasikal Dan Motivasi Belajar Terhadap Prestasi Hasil Belajar Bidang Studi IPA Siswa Kelas V dan VI SD, 2009. http://www.ilmiahpendidikan.com/2009/11/pengaruh-pembelajaranklasikal-dan.html, 20 Mei 2012, 10.30 WIB.

[2] [3] Figure 5.1 Comparison of results of observations of the activities of students and teachers on Discussion Group Method. [4] [5]

While the comparison of the results of observations of the activities of students and teachers in the method of demonstration can be seen in Table 8 and Figure 3.
Table 5.4 Comparison of the results of observations of the activities of students and teachers in Demonstration Method. Learning Steps Preparation Implementation Closure The Amount Of Time Percentage Teacher 10 minutes 21 minutes 8 minutes 34 minutes 48,75 % Student 6 minutes 49 minutes 9 minutes 68 minutes 80 %

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[10]

[11]

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