chapter iii research methodology 3.1 ... - upi repository

Hurin Azka Millatina, 2020 VIDEO REPORT USING ANDROID APPLICATION FOR IMPROVING STUDENTS’ INFORMATION LITERACY IN LEARNING SOLAR SYSTEM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER III

RESEARCH METHODOLOGY

3.1 Research method and research Design

This research was conducted by using weak experimental research one group

pre-test and post-test. This research did not use a control class that will affect

internal validity (Jack R. Fraenkel, Norman E. Wallen, 2012). In this research, the

dependent variable is Students' Information Literacy and the independent variable

is making Video report. One group pretest-posttest was chosen by the researcher

as a research design for this research. The pretest score showed the result of

students’ Information literacy before the treatment applies, and the post-test score

showed the Students’ Information Literacy after treatment (Creswell, 1397). The

design of the research can be seen in table 3.1.

Table 3. 1

One Group Pre-test Post-test

O X O

Pre-test Treatment Post-test

Source: (Fraenkel & Wallen, 2012)

The pretest and posttest are consisting of 25 questions. The questions are

fundamentally made by indicators from IL skill. The treatment that will apply to

the students is making Video report. The video report will assess students'

Information Literacy and also the creativity of the students in case of making a

Video report.

Due to the world pandemic, COVID-19 is happening, the government of

Indonesia was deciding that the students and school activity is conducted in-home.

Therefore, the use of google classroom is taken by the researcher for taking the

data. Pandemic COVID-19 is very dangerous for people, cause the spreading of its


viruses are through droplets. The droplets can be spread by talking to two people

in a close position and also can be spread in huddle conditions. Considering the

school activity is making huddles with the amount of the student.

Using Google Classroom, the teacher can post the guidance learning activity,

the materials, and the assignment of conducting the simple experiment and

assignment of making a video report. the teacher opens and greets the students by

posting some quotes which relate to the topic as the motivation and apperception

for the students on the first web page of Google Classroom. The students can

actively comment on the teacher post.

3.2 Population and Sample

This research was conducted in a private school in Bandung. The school uses

a 2013 curriculum. The school arranges the order and the amount of material to be

delivered to the students. The school also provides the book which consists of the

2013 curriculum. Then this research was conducted in 7th grade in which solar

system material is there. The number of students in one class consist of 30 students.

The convenience sampling was used for this research for the sampling. As

convenience sampling believes the researcher conveniently choose the class for

taking the data of the research (Fraenkel & Wallen, 2012). In this case, the

researcher used one class and conveniently chose by the researcher as a sample for

taking the data. The class used by the researcher is 7th grade which learns relatable

topics. The purpose of the researcher to use this class because the relatable topic

that 7th grade in the second semester learn about the solar system, and also the

students will active doing activity such as experiment to trigger students' spirit in

learning science.


3.3 Operational Definition

To avoid misconceptions about this research, some operational

definition is explained in this research. Those terminologies are explained as

follow:

1. Information Literacy Skill

Information literacy skill is an ability which enters into 21st-

century skill. It's an important skill that should be belonging to other

people, especially for the students. In the strategy of implementing

making a video report for improving the Information, literacy skill

is invited one observer into google classroom and observation sheet

used by the observer. The improvement of the Information literacy

skill of the students is assessed by an objective test and also the

questionnaire. The objective test is given to the students before the

treatment is applied and after the treatment applied and for the

questionnaire is given to the students after the treatment. The rubric

is used for the product result of the video report. the data will collect

after those three instruments are used.

2. Video Report

The video report is a kind of visual report which enters

into informational or analytical reports and it relates to the

scientific activity of experiments. Video reports also as a

learning strategy for improving student’s motivation. Inside the

video, the report will order by an introduction, the goal, showing

the tools and equipment that will use by the students, the

procedure, and the experiment result. Making video report will

implement in the learning activity. Since the learning activity is

conducted in student’s home, the video report is effectively


being reported the simple experiment process which conducted

in the student house.

3.4 Assumption

The assumption that builds in this research as follow:

1. According to Ferdian 2019, making video project assignments can

improve the student’s enthusiast and motivation during learning activity

especially in conducting the science experiment.

2. Guiding the students in conducting a simple experiment using

worksheets, could be beneficial for the students learning. Especially for

students who's not have enough prior knowledge of some subject. And

also, worksheet helps students to more pay attention (Monica and Blom,

2019).

3. By making a video report project, students can effectively identify,

regulating, evaluate, and use the information selectively information for

added it into the video as an additional explanation during making

simple experiments (Ferdian, 2019).

4. To create of video report project, students are required to keep seeking

reliable information. More and more students search, identify, analyze,

and the selected information from different sources, then the

information literacy skill of students is triggered (Gross et al., 2012).

3.5 Hypothesis

The hypothesis that will be tested in this research is as follow.

H0: There is no improvement in students' information literacy in learning

solar system after creating a video report.

H1: There is an improvement of students' information literacy in learning

solar system after creating a video report.


3.6 Research Instrument

The research instrument used in this research is two instruments. The first

instrument for assessing information literacy by using the multiple-choice

questions and the second one is the rubric for scoring the video report itself. The

instrument itself will be explained in the point below.

1. Objective test

The instrument to be used for assessing information literacy itself is

questions about the solar system topic. The questions that the researcher

used was an objective test that will give in a form of multiple choice.

The total question number consisted of 26 questions for information

literacy skills. The questions consist of the indicator from Information

Literacy skill which includes: locate, analyze, and use the information

shown in the body text of the questions. Every question consists of 4

choices that were already adopted by the Junior High School students

in answering questions The question was given one score for the answer

correct and zero for the answer is incorrect. Table 3.2 below shows the

blueprint of the question.

Table 3. 2

Blueprint of The Questions

No. Sub Indicator Number in

question

Total

question

1 Analyzing

a. Identify the information

resource needed

b. Evaluate and select

appropriate information

3,19,21,22,23

5,6,9,11,12

5

5

2 Locating

7,8,14,16

4


No. Sub Indicator Number in

question

Total

question

a. Locate the various resources

of information to solve the

problem.

b. Locate the true information

1,2,18,20

4

3 Using

a. Use the information to solve

the problem.

b. Use the information to

evaluate the problem-solving.

10,13,15,

4,17,24,25

4

4

Total number of question 26

Source: (Juleha, 2018)

Based on the table above, all of the questions will be processed

into some aspect to become feasible to use as the instrument. The

processed by the questions is some test which explained in the

following:

a) Validity

Validity is referring to the suitability of the inference

made by the researcher and also refers to the truth,

meaningfulness, and usefulness (Jack R. Fraenkel, Norman E.

Wallen, 2012). Validity is often used by the researcher to

measure the purports. Validity requires that an instrument is

reliable, but an instrument can be reliable without a valid result.

The validity result is how the valid result can prove the

instrument in multiple-choice is truly valid. Much of the


research which conducted in involving the quantifying

attributes, therefore, the validity test is very used able to check

the instrument valid or invalid to be used as the instrument

(Carole L, 2008). The symbol of the validity is “r” when the

formula is applied and the result will conclude into some

categorized as shown in Table 3.3 below.

Table 3. 3

The Interpretation of Validity

Value r Interpretation

0.80<r≤ 1.00 Very high

0.60<r≤ 0.79 High

0.40<r≤ 0.59 Enough

0.20<r≤ 0.39 Low

0.00<r≤ 0.19 Very low


b) Reliability

Reliability refers to how the scoring consistency is

obtained and how the consistency for each individual from one

administration of an instrument with another and one goal to

another (Fraenkel & Wallen, 2012). According to Carole L.

(2008) measuring the instrument of the objective test is

consisting of the result is true which is unknown and the result

which shows an error during measures the instrument process.


The true score is the score that an individual would have earned

if the calculation was perfectly correct. The method of designing

and validating an instrument is primarily based on minimizing

errors in the measurement process. There are different means of

estimating the reliability of any measure. The test developer has

a responsibility to identify the sources of measurement error that

would be most destruct to useful score interpretation and design

a reliability study that permits such errors to occur so that their

effects can be assessed. The interpretation of the reliability is are

used to evaluate the stability of measure administered at a

different time to the same individuals or using the same

standard, and the equivalence of sets of items from the same test

(Carole L, 2008). Reliability has the symbol as value r. The

interpretation of the reliability result can be seen in Table 3.4

below.

Table 3. 4

The Interpretation of Reliability


0.80<r≤ 1.00 Very high

0.60<r≤ 0.79 High

0.40<r≤ 0.59 Enough

0.20<r≤ 0.39 Low

0.00<r≤ 0.19 Very low


c) Difficulty level


The difficulty level is the difficulty of an item that the

proportion of the person who answers correctly of the test item.

The lower of the difficulty is characterized by a higher

proportion. The difficulty level is referring to the item difficulty

which is defined as the proportion of the examines that marked

the item correctly. Difficulty items are a percentage of the

students that correctly answered the items which also referred to

the p-value. The range of the difficulty items is from 0% until

100% which means that the higher the value, the easier the item.

P values above 0.90 are shown very easy items and might be a

concept not worth testing and the item should be replaced. While

the P-value is 0.20 means that the difficulty items are too hard

and should be replaced to make the items is not to be confusing

for students to answer the question. Therefore, the result of the

P-value is should be in between the high and low results of P-

value which is 0.50 or in the medium level (Boopathiraj, 2013).

The interpretation of the difficulty level can be seen in Table 3.5

below, for the explanation of each question.

Table 3. 5

Difficulty Level Interpretation


P <0.3 Difficult

0.3 ≥ P ≥ 0.7 Medium

P > 7 Very Easy


d) Discriminating power


Discriminating power is used to measure and identify the

high and low achievers from the result of answering the test

item. Discriminating power of a test item is referring to the

degree to which success or failure on an item indicates

possession of the ability being measured. It determines the

extent to which the given item discriminates among examines in

the function or ability measured by the item. Discriminating

value ranged between 0.0 to 1.0 highly discriminating items

indicates that the students who had high test scores got the item

correct wheres students who had low test score got the item

incorrect (Boopathiraj, 2013). The interpretation of the

discriminating power can be seen in Table 3.6 below.

Table 3. 6

Discriminating Power Interpretation


0.71 < x ≤ 1.00 Excellent

0.41 < x ≤ 0.70 Good

0.21 < x ≤ 0.40 Satisfactory

0.00 < x ≤ 0.20 Poor


e) Distractor

Item discrimination refers to the extent to which an item

distinguishes correctly among examinees in behaviors designed

to measure test. When the overall test must be evaluated utilizing

validation related to the criteria, the item itself can be evaluated

and selected based on their relationship with the criteria. In


many achievement tests and aptitude tests, the criteria are the

total test scores.

2. Objective Test Analysis Result

Based on the formula of the validating objective test through the

students' answers, table 3.7 is shown the result of the analysis each

number of the questions using ANATES application. The data are

validated by the students who’s already learned the solar system topic

which is 8 grade.

Table 3. 7

The Objective Test Analysis Result

No.

Difficulty

level Conclusion Correlation Conclusion Decision

1 50.00 easy 0,302 - revision

2 12.50 very easy 0,166 - revision


4 12.50 medium 0,005 - revision

5 0.00 very easy -0,069 - rejected


7 37.50 medium 0,419 significant accepted

8 -12,5 difficult -0,272 - rejected

9 25.00 difficult 0,278 - revision

10 100.00 medium 0,723 very significant accepted

11 75.00 easy 0,71 very significant accepted




14 37.50 medium 0,43 significant accepted





19 37.50 very easy 0,709 very significant accepted






25 37.50 easy 0,47 significant accepted

Based on the data above, the questions which rejected are removed and

the question which should revision is already revised based on the dos

and don'ts in each question. In the final, the researcher only has 23

questions that the researcher makes as an instrument of doing this

research.

3. Video report

Making a video report is the instrument of media for learning.

Inside the report should include the activity of making the Moon Phases

Model which guide by the information that students get from other

resources. The resources that students need or get is entered to the point

of value for scoring the video report as media for improving the

Information Literacy skill.


The aspect which includes to the scoring of the video report as

media for improving the students’ Information Literacy Skill includes 4

aspects, which are: locates reputable information, locate useful sources

using efficient methods, articulates credibility of sources, and the

relationship between the content with the context in the video that

students make.

Before the students make the video report, students should read

carefully the worksheet. Inside the worksheet, students get many jobs to

complete the worksheet. By making the video in doing a simple

experiment about making simple moon phases model, students also fill

the worksheet based on the result of their experiment. The worksheet is

attached on the appendix B.2.

The worksheet function as the students’ guideline for making the

simple moon phases model which consist of the objective of making

moon phases model, the tools and apparatuses which utilize the material

exist on student’s home, the procedure, and some questions for students

fill as the result and the discussion in making moon phases model. The

worksheet is used as a guided inquiry model for guiding the students by

using the question. The questions also can act as an indicator of

improved students’ information literacy skills.

4. Video Report Rubric

The video report was assessed by using a rubric adapted from

Elizabeth L. (2017) and Lorie A knight (2018). This rubric assessed how

the students locate reputable information in the video, locates useful

sources using efficient methods, articulates the credibility of sources, and

related content with the context of the video based on the aspect and indicator

from Information Literacy skill. The category of the detailed rubric can be

seen in Table 3.8 below (Brainerd, Blob, Hedrick, Creamer, & Mu,

2017)


Table 3. 8

Video Report Rubric

Aspect

Score

1 2 3

1. Locates reputable information

No sources Uses one source

from scholarly

journals

Uses two sources

from scholarly

journals

2. Locates useful source using efficient methods

No mention of why

source (and how

located) is useful

and relevant

Provides one

reason why source

(and how located)

is useful and

relevant

Provides two

reasons why the

source (and how

located) is useful

and relevant

3. Articulates credibility of sources

No mention of

credibility

Mentions one

aspect of

credibility, such as

authority,

affiliation of

author, timeliness,

bias

Mention two of

the evaluative

attributes

4. Writes descriptive, critical, and evaluative annotations

No annotation Annotation

includes one of the

following:

descriptive, critical,

or evaluative

comment

Annotation

includes two of

the following:

descriptive,

critical, or

evaluative

comment

5. Relation content with the context of

the video

No relatable the

content with the

context of the video

Only half of the

video that relatable

the content with

the context of the

video

All of the videos

are relatable the

context and the

content of the

video

Source: (Adapted by Elizabeth L, Brainerd et al 2017 and Lorrie A, Knight 2018)


Both of the instruments already passed the process of validation of

instrument by three judges which consist of two lecturers in relatable

expert judgment and one other judges is from a teacher on a junior high

school in Bandung. the revision of the rubric is conducted because some

of the words that stated on the rubric still many typos and some of them

still replace and change aspect for adapted to the school condition.

5. Questionnaire Information Literacy Skill

The questionnaire is adapted and modified from Lisa

Bautelspacher from the Department of Information Science at Heinrich

Heine University. The questionnaire uses a linker scale which gives four

points in the most available answer. The option of each question is a

statement which chosen by the students and will represent the student's

information literacy skill. The questionnaire is consisting of three

aspects according to indicators of Information Literacy skills which

students can locate, evaluate, and use the information effectively. The

aspect is how students determine suitable resources for access

information, evaluate the reliability of the information, and the last is

how the students use the information accurately for the issue or

problem.

Aspect one is consisting of five questions, the second aspect is

consisting of five questions, and the last aspect is consisting of four

questions. And each question has four options. This questionnaire

already judges by two experts and gives feedback from expert judgment.

The expert gives feedback about how to give the statements in every

option correctly, how to give the score detailed, and changes the world

which typos in writing. This questionnaire is used to strengthen the

implementation of video reports in case of improving the Information

Literacy skills of students.


6. Data Analyzing process

The data that already collected will analyze by some process

based on the instrument needed for each form of data. There are three

processes of analyzing the data explained below:

a. Students’ Information Literacy

The data collected from the students’ information literacy skills

is in the pre-test and post-test administration. The pre-test and post-

test are given to the students using Google form. After students

carrying questions on google form, the researcher checks the

students answer one by one and calculate the score each student.

The data of the pre-test and post-test is calculated using a one-

tailed T-test for measuring the hypothesis result. Calculating the T-

test should have two criteria which are homogeneity and also

normality result. calculating the homogeneity and also homogeneity

using SPSS software. The result of the data is homogeny but not

normally distributed. Therefore, the hypothesis test is using the

Wilcoxon test for showing the result of the hypothesis is accepted

or rejected. The improvement of the pre-test and the post-test result

is calculated by using Normalized Gain to fixed the improvement

result between students’ pre-test data and students’ post-test data.

b. Video Report

The product of the video report of the students is collected

through the Google Classroom platform used by the researcher to

conduct the treatment. After all, students upload the video, the

researcher downloads all the video and watch the video one by one.

During watching the video, the researcher gives a score in each

aspect based on the video report rubric. Then the data was collected.

c. Questionnaire of Information Literacy


For the questionnaire data, the researcher separates the

questionnaire after students have done carrying out the post-test.

The students answer the questionnaire using Google form. The

researcher investigates all of the answers of the students and is

categorized by the point based on the number of items. The data is

collected by analyzing student answer one by one. After the data

was collected, the researcher calculates the data use SPSS for

carrying out the categorize each aspect of the students.

3.7 Research Procedure

a) Preparation Stage

1. Learn the curriculum, basic and core competence, solar system

topic, and information literacy

2. Construct the problem to determine the variable of the research

3. Research instrument making

4. Research instrument validate by the expert

5. Research instrument revision.

b) Implementation Stage

1. Pre-test give to the both of sample class as the initial condition

2. Treatment is given to the class which acts as an experimental class.

3. Post-test are given to both of class which to get the final condition

c) Completion Stage

1. Collect the data result

2. Analyze the data and whole the research

3. Hypothesis test using statistic

4. Make a conclusion and discussion from the data analysis result.

5. complete the result.

The workflow that represents the procedure of this research is shown in

Figure 3.1 below.


Figure 3. 1 The Flow Chart of The Procedure

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