Development of Characterized Debate Learning Model to Enrich

Students Pedagogic Competencies of Faculty of Teachers Training

and Education

Sumarni Sahjat

and Ariyanti Jalal

Physics Education Study Program, Khairun University, Ternate Indonesia

Mathematics Education Study Program, Khairun University, Ternate Indonesia

Keywords: Model debate-K, Pedagogic competence.

Abstract: Learning so far has not touched the realm of character. Therefore, it is necessary to develop a learning

model that is able to foster student character. One learning model that is believed to be able to change the

paradigm is a character learning Debate model.The objectives of this research were: 1) To develop a

character learning Debate model, and 2) To increase student interest and learning outcomes. Research is

development research. Data collection in this study used questionnaire validation, interest, response and test

questions on learning by implementing the Debate-K model.The results of the analysis of the four data

obtained are 1) the quality of RPS and RPP is good and very good which shows that the quality of the

Debate-K learning model is practical and worthy of use, 2) percentage of interest per item obtained 11 items

with very high criteria and 9 items with high criteria . While the percentage of interest for each individual

was obtained by 30 students with very high criteria and 26 students with high criteria. 3) the results obtained

for the student's positive response to learning with the Debate-K model which is 18 students respond very

high, 36 students respond high and 2 students respond moderately. 4) Student learning outcomes were

analyzed using the SPSS 20 program with the acquisition of an average value of 82.16 and a significance

value of 0.004 <0.05, indicating an increase in learning outcomes after learning with the Debate-K model

was applied.

1 INTRODUCTION

The character education has become an interesting

topic lately. The current events such as narcotics and

drug use, student brawls, pornography, rape,

destruction of other people's property, seizure, theft,

abortion, abuse, student brawls, corruption, and

other similar events, have become public diseases

which is very worrying. This can be seen to the

students of Faculty of Teachers Training and

Education, who lately often held brawls when

choosing the heads of BEM and HIMAPRO

carrying out demonstrations, destroying campus

facilities.

Distorted events show that the character of

Indonesia's young generation is at an alarming point.

Some of the factors that cause low character

education are: first, the education system that

emphasizes character formation, but emphasizes

intellectual development, the second isthe

environmental conditions that do not support the

formation of good character.

Good character formation starts from the

family, relatives, school and community

environment. The home and family environment as

the first and foremost character formation and

education environment must be more empowered

and this is the duty of parents as the first planters of

their child's character. The school environment can

be a good place for education for student character

growth. The educational institutions directly, can

create a character education approach through

curriculum, discipline enforcement, classroom

management, or through educational programs that

they design, such as learning tools, methods, media

and learning models (Suyanto, 2010).

The current learning model has changed from

being teacher-centered to student-centered learning.

It must be addressed by Faculty of Teachers

Training and Education Khairun University, one of

278

Sahjat, S. and Jalal, A.

Development of Characterized Debate Learning Model to Enrich Students Pedagogic Competencies of Faculty of Teachers Training and Education.

DOI: 10.5220/0008900902780283

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 278-283

ISBN: 978-989-758-439-8

the universities in North Maluku as a printer for

prospective teachers, so that students understand

various new learning models that can be applied in

schools. Student-centered learning developed today

has not touched the realm of character. Therefore, it

is necessary to develop a learning model that is able

to foster student character. One of the learning

model that is believed to be able to change the

paradigm is the Debate learning model with

character (Muslim, 2005).

According to Aries Mintaraga (2002), the Debate

learning model begins with the formation of two

groups, one group that is pro (agrees) and one group

is contra (disagree). The development of this Debate

learning model lies in adding character loads during

learning. The Debate learning model consists of 6

steps / syntax, namely: 1) The teacher divides

students into two debate groups, one pro and the

other contra. 2) The teacher gives the task to read the

material to be debated. 3) After finishing reading,

the teacher appoints one member of the pro group to

speak to deliver the opinion, and then it will be

responded to the counter group. 4) When students

convey their ideas or opinions, the students write the

core / ideas of each opinion until they get a number

of ideas that are expected. 5) The teacher adds

concepts / ideas that have not been revealed. 6)

From the ideas that have been conveyed, the teacher

invites students to make conclusions/ summaries that

refer to the desired topic.

Integrating character into learning is carried out

in the second step. This activity is carried out by

displaying videos related to the content / value

character, conveying moral messages according to

the material and learning objectives to be achieved.

The objectives of this study are: 1) To find out

the development of the Debate-K learning model

that can be provided to prospective teacher. 2)

Knowing the validity of the Debate-K learning

model. 3) Knowing the effectiveness of the Debate-

K learning model to equip pedagogical

competencies and increase student interest in

learning as prospective teachers.

2 LITERATURE REVIEW

Aries Mintaraga (2002: 3) states that Debate is a

cross of opinions about certain themes to be

described in certain topics between supporters and

opponents through formal and organized dialogue.

The debating party seeks to convince the listener or

jury that the one party's proposal is better or more

acceptable than the other. Tarigan (2010: 86) states

that basically debate is an exercise or practice of

dispute or controversy. Debate is an argument to

determine whether or not a particular proposal is

supported by the supporting party or affirmative, and

is rejected, denied by another party called denial or

negative.

The development of the Debate-K learning

model is intended to maximize the teaching and

learning process, learning outcomes, student

character formation. The effort to establish character

in accordance with national culture is certainly not

solely carried out only in schools through a series of

teaching and learning activities outside of school,

but also through habituation in life, such as:

religious, honest, disciplined, tolerant, hard work,

peace, responsibility and so on. These values need to

be developed by students, which in the end will be a

reflection of the life of the Indonesian people.

Therefore, the school has a large role in the

development of character education because the role

of the school as a center of civilization through the

approach of developing school culture (school

culture). (Ministry of National Education, 2010). In

the Ministry of National Education's perception

there are 18 character values contained in the book

on the development of education and culture and

national character compiled by the national

education ministry through the curriculum research

and development center. 1) Religion, 2) Honest, 3)

Tolerance, 4) Discipline, 5) Creative, 6)

independent, 7) Democracy, 8) Curiosity, 9) the

spirit of Nationalism, 10) Nasionalism, 11) Respect

of achievement, 12) Communication, 13) Love of

peace, 14) Loving reading, 15) Caring for the

environment, 16) Caring for the social, 17)

Responsibility. (Marzuki M, 2011). Based on the 18

characters, only 8 characters (Religious, Honest,

Disciplined, Creative, Respect for Achievement,

Communication and Responsibility) are focused on

this study specifically for physics education study

program students in the class 2017, Faculty of

Teachers Training and Education. The development

of the Debate learning model lies in the addition of 8

character loads during learning. The step of

developing the model follows the mindset of Melvin

Silberman (2014: 141), as follows:

a. Prepare a statement that contains opinions on

controversial issues related to the course.

b. Grouping students into groups of pros and cons

with the same number.

c. Make two to four subgroups in each group of

pros and cons. In each sub group consisted of

students who have very good to poor

Development of Characterized Debate Learning Model to Enrich Students Pedagogic Competencies of Faculty of Teachers Training and

Education

279

performance. In other words, the subgroup is

made heterogeneous.

d. Asks each sub group to compile a list of

arguments or opinions that will be delivered at

the time of the debate.

e. The debate begins by asking representatives of

each subgroup to convey the opening

argument.

f. Asking each subgroup to provide a counter

argument to the opposing group's arguments.

Achieving counterarguments is carried out in

turns according to the teacher's guidelines.

Students were asked to give applause to the

subgroups who had delivered rival arguments.

If enough, the debate can be stopped. Students

are asked to sit in a circle and sit side by side with

students from the opposing party. Students and

teachers discuss the debated issue again and ask

students to recognize the best arguments raised by

both parties.

3 METHOD

The research used research and development design.

The development in question is the development of a

learning model that is a Character Debate learning

model (Debate-K). According to Sugiyono (2014:

297) development research often known as Research

and Development (R & D) is a research method used

to produce certain products, and test the

effectiveness of these products. The design of the

trial model is as follows.

This research was carried out for six months on

physics education study program students in the

class 2017, Faculty of Teachers Training and

Education. The data collecting and instruments used

several ways, namely validation sheets,

questionnaire methods which is consisting of interest

questionnaires and responses, and learning outcomes

tests. The data analysis in this study consisted of:

1. Data analysis for the validity of learning devices.

The data obtained is the result of a study of the

learning model and its devices (RPS and RPP)

conducted by the validator team. To assess the

validity of learning devices determined by looking

at the average value of the assessment and

agreement of experts (validator team).

2. Analysis of data for student questionnaires of

interest and response.

Interest questionnaires are used to determine

student interest in the learning model and

whether the model is fun for students. While the

student response questionnaire was used to

determine student responses about the ease and

practicality of the learning model developed.

3. Data Analysis for Student Learning Outcomes

The improvement of student learning outcomes

was analyzed using the t-test, namely one-

samples with the help of the SPSS 20 program.

Previously a normality test was carried out

whether the data was normally distributed or not.

In this study the data is normally distributed,

then proceed with a one-sample t-test. The

learning model is said to be effective if there is a

significant increase in student learning outcomes

by looking at the sig value <0.05.

Development is said to be successful, if it meets

the success indicators as follows: 1) The validity of

the product can be seen from: the average score of

the validator on the learning device and the

agreement of the experts using the validity index

value. 2) The model is said to be effective if there is

an increase in interest, and learning outcomes. this

increase is characterized by the acquisition of

individual scores on interests and learning outcomes

with high or very high criteria. 3) The model is

stated to be practical, if the average student opinion

states that the model is easy and practical to use, and

learning is fun..

4 RESULT AND DISCUSS

This research was conducted at Campus I Faculty of

Teachers Training and Education, Khairun

University on Physics Education Study Program

Students. The number of respondents in the study

was 56 people. Implementation of research in

September-Octob 2018.

The results of this study were obtained from

data on student interest and response to the

development of a Debate learning model

characterized to provide pedagogical competence. In

this study produce a product in the form of design

development of character debate learning model

(Debate-K) as outlined in the form of RPS and RPP.

RPS and RPP were reviewed by a team of 3 people

to determine the quality of practicality and the

feasibility of the learning model developed. The

results of the reviewer were revised by the research

team and then implemented in the learning activities.

The research was conducted using the research

and development (R & D) approach which refers to

the ADDIE development model which consists of

five stages, namely: analysis, design, development,

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implementation and evaluation. These stages can be

described as follows:

1. Analysis

At this stage, the research team consulted to

formulate the problems that had been faced

while carrying out previous learning such as:

learning with discussion methods without using

a model so that there was saturation in students,

in discussions often occur uncontrolled

emotional differences of opinion, there was still

a lack of understanding of lecturers towards the

characteristics of students, and at the time of

discussion there were several students who

wanted to win themselves in expressing their

opinions, so that it needed the development of

models that could solve these problems.

The model developed by the research team

is the development of a character Debate

learning model where each step in the Debate

learning character indicator is inserted

consisting of 1) the preliminary activity contains

the Religious indicator. 2) Core activities

contain indicators of communication, creative,

responsible, respecting achievement, discipline

and honesty. 3) The closing activity contains

religious indicators.

In this stage an analysis of the material

taught is formulated, namely: the basic concepts

of the education profession, the nature of the

teacher as an educator and teacher and profile,

profession, professionalism of teachers and

professional development efforts of teachers as

educators.

2. Design

1. At the design stage, includes: preparation of

the design of the learning model Debate-K, RPS

and RPP.

3. Development

The Debate-K, RPS and RPP models that have

been designed are then validated by three experts.

The results of the validation analysis from 3

experts, namely by calculating the average value

and agreement from the three experts. The results

show that the average scores of the RPS and RPP

of the three experts are in the range of 3 - 4 which

is very good / appropriate. This shows that the

Debate-K learning model is very good /

appropriate, so it can be concluded that the

Debate-K learning model can / is worthy of use. In

addition, the results of expert agreement to see the

level of validity of RPS and RPP by calculating

the validity index obtained the index value in the

range 0.7 - 1 which has good and very good

criteria. This means that the quality of RPS and

RPP is good and very good which shows that the

quality of the Debate-K learning model is practical

and be able or is worthy of use.

4. Implementation

The implementation phase is carried out learning

by applying the Debate-K learning model to the

third semester students of physics education study

program in the class 2017, which is consists of 56

students. Learning begins with the initial activity

by conveying opening (religious) greetings,

conveying learning outcomes (CP) to be achieved,

explaining lecture material in general.

Furthermore, in the core activities the lecturer

applies the Debate-K learning model with the

following steps:

a. Provide topics of problems in the subject of the

education profession.

b. Heterogeneous grouping of students into pro

groups and large numbers of contracts.

c. Asking each group to work together

(communication) and think creatively in

compiling a list of arguments and or opinions

that will be conveyed during the debate.

d. The debate begins by asking the representatives

of each group to be responsible for delivering

the opening argument.

e. Ask each group to respect each other in

providing counterarguments to the opposing

group's arguments. Achieving

counterarguments is carried out in turns

according to the guidance of the lecturer.

Students are asked to give applause

(Appreciating Achievement) to the group that

has delivered a counter argument.

f. If there is enough debate (discipline) then the

debate activity can be stopped. Students are

asked to sit in a circle and sit side by side with

students from the opposing party. Students and

lecturers discuss the debated issue again and ask

students to honestly recognize the best

arguments raised by both parties.

Lecturer learning closing activities Provide several

questions for students to respond to, motivate and pray

(religious) before students leave the lecture hall.

The end of the lecture, the research team gave a

questionnaire of interest and response to learning by

applying the Debate-K model. This questionnaire is

used to determine student responses about the ease and

practicality of the learning model developed. The

results of the questionnaire analysis of student interest

in learning were obtained from the percentage of

questionnaire answers from 56 students viewed per

item from 20 questionnaire items answered. The results

Development of Characterized Debate Learning Model to Enrich Students Pedagogic Competencies of Faculty of Teachers Training and

Education

281

obtained were the percentage of student answers per

item with very high criteria as many as 11 items, with a

high criteria of 9 items and none for the criteria of

medium, low, and very low. This means that students

provide high interest in learning with the Debate-K

model. Furthermore, for the percentage of answers to

each individual's interest, 30 students were very high

and 26 were high. This means that students show

interest (interested) in learning with the Debate-K

model.

5. Evaluation

In this study only formative evaluation was carried

out, because this type of evaluation relates to the

stages of development research to improve the

development products produced. At this stage the

second evaluation is also carried out in the form of

responses and student learning outcomes towards

the implementation of the Debate-K model. The

results of the student response analysis obtained

the number of students who gave a positive

response to learning with the Debate-K model,

namely 18 students responded very high, 36

students responded highly and 2 students

responded moderately. This shows that student

responses to the Debate-K learning model are

positive, where the model is very practical to be

applied in learning. In addition, it is also supported

by the percentage of the average value of positive

answers for all students, namely 72.68, which is

high.

Besides that, to see the effectiveness of the Debate-

K learning model, a learning outcome test was

conducted to students. The results of the test analysis

using SPSS 20 consisting of the Kolmogorov-Smirnov

Test normality test and test one samples t-test. The

results of the normality test obtained sig = 0.749> 0.05

which indicates that the data is normally distributed so

that it can be continued with a one-sample t-test. From

the results of the SPSS above for student learning

outcomes obtained an average value of 82.16 with a sig

value = 0.008 / 2 = 0.004 <0.05 indicating an increase

in student learning outcomes after applied learning with

the Debate-K model.

Integration of characters into the Debate model is

intended to equip students as prospective teachers so

that when implementing field experience practices

(PPL II) or later becoming teachers can apply what

they have learned, namely in the learning process can

integrate character values into the subject matter.

The Debate-K learning model developed has been

through validation, both expertly and empirically

through field trials. A development of learning models

is declared successful if it meets the criteria of validity,

effectiveness, and practicality. The validation results

show that the Debate-K learning model and its

supporting devices (RPS and RPP) are valid. Where the

three expert teams have assessed and stated that the

model and learning device are appropriate to use.

The effectiveness of the Debate-K learning model

is characterized by an increase in interest, response, and

student learning outcomes, where students have an

interest and provide a positive response to Debate-K

learning. Therefore, this model needs to continue to be

applied so that the habituation of students to cultivate

positive attitudes / characters can be achieved. The

effectiveness of the model can also be seen from the

significance of improving learning outcomes.

Improving student learning outcomes can be seen from

changes in student attention, responding to what is

delivered by the lecturer, also in asking questions and

answering lecturer questions. Increasing students'

interest in learning can be seen from changes in their

involvement in learning, having notes and trying to

understand learning material by asking friends or

reading reference books.

The practicality of the Debate-K model can be seen

from the recognition of students that the Debate-K

model can be applied easily, requiring only a little more

time when preparing it. Acceptance of the Debate-K

model for students can be seen from the results of

questionnaires given to students, and they feel happy

when attending classes / lectures.

4 CONCLUSIONS

Based on the research finding above, the conclusions

can be drawn as follows.

1. The Debate-K learning model developed is by

integrating character values into steps / syntax

of the Debate model.

2. This model is declared valid by the validator

(expert judgment) and is supported by the

results of empirical validation through field

trials. This model has also been tested for its

effectiveness in increasing interest, and student

cognitive learning outcomes. The practicality

of applying the Debate-K model has also been

tested through student acceptance responses to

the learning model applied by researchers. The

final results show that the Debate-K learning

model developed has met the criteria of

validity, effectiveness, and practicality.

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