Scientific communication skills on mechanical wave concept using student facilitator and explaining model assisted schoology

This research aims to find out the improvement and achievement of students’ scientific communication skills on the concept of mechanical waves using a cooperative model of student facilitator type and explaining assisted schoology. The research was conducted in the 2019/2020 school year in Man 2 Bekasi City. The sample taken was XI MIPA 3 as many as 34 students. The research method used pre experiment with the research design of the one group pre-test post-test design, sampling technique using purposive sampling. The instrument used is a test instrument in the form of an essay question as many as 9 questions and a non-test instrument to see the scientific communication of students at each meeting. The N-gain results, on the scientific communication skills (SCS) of students to find back relevant information from sources that have been read have the greatest increase. Then, based on the non-test results, it was found that the achievement of students’ scientific communication skills had increased in communicating reports orally (presentations).


Methods
This research uses a pre-experiment method with a one-group pretest-posttest design design. The study used a single class of experiments. Research in this design was created to look at the early scientific communication skills of students, then given the application of cooperative models of student facilitator type and explaining assisted schoology.
The population in this study is all students of grade XI MIPA MAN 2 Bekasi. The sample in this study used class XI MIPA 3 with a total of 34 students divided into 6 groups with each group consisting of 5-6 people. Students' scientific communication skills are measured through observations made by one observer in each group, and observations are made during the learning process using observation sheets. Students' scientific communication skills are seen through student activities both individually and in groups. Active and inactive students are spread across each group. Sampling techniques using purposive sampling with the help of physics subjects teachers. It is also assisted by the teacher of the physics subject in question, the physics teacher knows more about each student's activities during the physics learning process. Instrument trial results get 0.8 test reliability with very high category [17].
The achievement of students' scientific communication skills at each meeting is seen based on the calculation of nontest in the form of assessments from the observer in the learning process. The data is calculated using formulas (1) Then categorized with criteria 91-100 highly skilled, 71-90 skilled, 61-70 quite skilled, and < 61 less skilled [18]. After the data is processed then categorized with these criteria and seen the achievement of the scientific communication skills of students each meeting.
To determine the improvement of students' scientific communication skills, n-gain tests are used on pretest and posttest results. Calculate normized Gain score based on formula according to Hake using formulas (2)  Normalized Gain scores are divided into three categories: 0 < G < 0.3 low, 0.3 ≤ G < 0.7 medium category, and 0.7 < G high category [19]. The results of this categorization can be seen improving students' scientific communication skills using student facilitator models and explaining assisted schoology.

Achievement of Students` Scientific Communication Skills (SCS) at Every Meeting
The students' scientific communication skills (SCS) achievement using the observation sheet was assessed by the observer in each group. Indicators of students' scientific communication skills (SCS) are: 1) seeking information through references (scientific reading) & (information retrieval) (SCS 1); 2) group discussion (listening and observing) (SCS 2); 3) make conclusions based on guidelines (scientific writing) (SCS 3); 4) communicate the report orally (presentation) (knowledge presentation) (SCS 4). The results of the non-test calculation of students' scientific communication skills assessed by the observer were then classified on each SCS indicator. The results of the SCS achievements can be seen in Table 1. Based on Table 1 above, at the first meeting, students' average communication skills were in the less skilled category because students were not maximized and were still adapting to the use of schoology, so there were students who had difficulty when they wanted to start discussions.
The highest percentage of scientific communication skills is found in SCS 4, which is 78% in the third study. This is because at this stage of the presentation students are encouraged when viewing the results of presentations from other groups in an interesting schoology discussion group using a voice power point or video screen cam so that the group that at the first and second meeting only displays the presentation in handwriting or when at the third meeting tries to make an interesting presentation. This is in line with the advantages of the Student Facilitator and Explaining cooperative model which is to encourage students to be the best at explaining the material [20].
The percentage of different results is found in SCS 1 or looking for information by 66% with a fairly skilled category at the third meeting. The downside is that the SCS indicator 1 looks for information from references to low references because students only use references in the form of package books [21].This is because students only use the learning resources they used during previous physics lessons such as school textbooks or internet resources and have not used journals or university textbooks.

Improved Scientific Communication Skills (SCS) of Students
Test instruments using indicators: 1) rediscover relevant information from read sources (SCS 1) ; 2) make conclusions based on phenomena or experiments (SCS 3) ; 3) represents information in the form of tables, graphs, and concept maps (SCS 5). Based on the results of analysis of student pretest and posttest data, improved scientific communication skills can be seen using the N-Gain test. Calculation results can be seen in Table 2. The results of the N-Gain test showed that there was an improvement in the overall SCS in the moderate category. The problem in SCS indicator 1 which contains the application of contextual concepts where students are required to link events in daily life with concepts based on references that students have read. Based on the posttest results the student's answer already uses the correct wave properties i.e. diffraction and explained that the gap as the source of the wave. This is because in the discussion stage students are given contextual videos related to the concept of waves and given questions from the video. In line with the research of Dwi Wahyuninget al.(2016), so it will produce meaningful learning, where the element of learning is meaningful through the association of material learned with materials in daily life [22].
The lowest increase occurred in the SCS 5 indicator which is the representation of information of 0.42. The problem in the SCS 5 indicator requires students to represent information in the form of graphs, tables, and concept maps. At pretest most students are less conscientious and do not write variables on the chart as well as the table is not explained by the unit. This indicator requires focus, and precision so as not to get it wrong when reading or writing charts [23]. When posttest students already use clear units and variables x and y are given information, this is because students can already represent information from experiments or phenomena in the form of charts and tables. Representation is instrumental in helping to understand a concept, and can also improve communication skills [24].
The relationship between the student facilitator and explaining model stages and the scientific communication capabilities in the mechanical wave concept in Table 3. Students represent the information the teacher provides in the form of tables, graphs, and concept maps. Table 3 describes the relationship of SFE models, scientific communication capabilities, and the concept of mechanical waves. SFE's student-oriented model stages can assist students in improving scientific communication skills in understanding the concept of mechanical wave characteristics. In an active and student-centered learning process can help build students' scientific communication skills [25]. In previous research, learning using student facilitator and explaining models that were not followed by experiments and conceptual materials, then the number of observers was only one in the assessment of the learning process [26]. In this study using conceptual material then experiments on each student worksheet, then there was one observer who observed the discussion in each group. Implementation SFE model, there are advantages and disadvantages as in Table 4. Table 4. Advantages and disadvantages of applying student facilitator and explaining model to scientific communication skills.

SCS Advantages of Students Disadvantages of Students Scientific Reading and Information Retrieval
Students search for information and discover new information from the internet or textbooks.
Students only use the internet such as Wikipedia and blogspot in using information.

Listening and Observing
Students can be given a stimulus in the form of a video about the phenomenon of mechanical waves in everyday life.
Not all students like learning using video.

Scientific Writing
Students write experiment results according to procedure and analyze experiment results.
Students rely solely on smart students to write experiment results and analyze experiments.

Knowledge Presentation
Students can dare to present the results of the experiment.
There are students who are passive and do not make presentations. Information Representation Students can analyze the information and then represent it into graphs, tables, and concept maps.
There are students who are still misrepresenting information in the form of graphs and tables.
Based on Table 4, can be seen scientific communication skills are also defined as the ability to speak, read, and write about science. This ability requires special understanding and ability to describe and present their knowledge to others [27]. There are some students who still use blogspot in the search for information on the internet, do not use e-books or other reliable sources. There is an exchange of information during discussions because students have different sources of reading, according to previous research that the student facilitator and explaining (SFE) learning model is a learning model that can motivate students in learning so that students are actively involved in learning and increase student confidence, as well as encourage students to exchange more in-depth information [28]. Then from the provision of video links wave phenomenon in everyday life there are some students who have not opened the video, as evidenced at the time of the discussion there are some students who do not know the video shown. Meanwhile, students can be motivated to relate what they learn to their daily lives if the teaching approach is student-centered by supporting their development as independent learners [29]. In scientific writing indicators because it only collects one sheet containing the results of experiments and analyzes them students in the group rely on only one student in writing. There are some students who are passive at the first meeting to be active in conveying the results of the discussion but there are students who do not deliver the results of the discussion due to limited presentation time. Another study stated that students who had used the SFE-type cooperative model had a 51.83% increase in speaking courage from prior to the implementation of the SFE model of 48.17% [30]. Indicators of information representation can be reading or creating graphs, tables, and schema [31]. There are students who are still wrong in providing information on the x and y axes on the graph.

Conclusion
There is an improvement in students' scientific communication skills on the concept of mechanical wave characteristics, on all indicators with moderate categories. The highest increase in rediscover relevant information from read sources, then the lowest increase is in SCS indicator 5 which is information representation. The achievement of students' scientific communication skills at each meeting has improved. The highest increase is found in the SCS indicator 4 which is the presentation of knowledge at the third meeting with the skilled category, the lowest increase is found in indicator SCS 1 which is looking for information at the third meeting with a fairly skilled category.
During the learning process, teachers should pay attention to each group so that students actively participate in learning activities. Students prior to the use of schoology should be briefed on how to submit assignments, discuss, and open files in schoology. In the next study, we recommend using the control class as a comparison. Before using schoology students should be given instructions on how to send assignments, discuss, and open files in schoology. Then students' scientific communication skills should be trained in concepts that have minimal calculations.