DEVELOPING CONFIDENCE CHARACTER OF STUDENT IN

MATHEMATICS LERNING THROUGH TALKING STICK MODEL

ASSISTED WITH OIC GAME
Astrid Chandra Sari1) , Budi Waluya2), Sukestiyarno3).
1
)Mathematics Education Postgraduate Program, Semarang State University
E-mail: astrid.chandra05@yahoo.com

ABSTRACT
Confidence is an important character implanted, the child's confidence must always be trained so
that children do not deny yourself when it gets the activities required of teachers. Low confidence
in learning can level through learning-aided model of Talking Stick OIC game. On learning of the
students were given the responsibility of having to answer questions posed by the teacher, with
habituation using the learning students are required to always be ready and rely on the confidence
that students have. High confidence that it is possible to have good impact on students'
mathematics literacy, mathematical literacy is an individual's ability to formulate, employ and
interpret mathematics in a variety of contexts. The purpose of this study was to establish the
character of self-confidence through learning to get up flat material and give effect to the
mathematical literacy of students. The scope of this research is the students of SMP N 1 Brati.

At each lesson with the communication between students in completing tasks and implementing
the above mentioned learning makes students increase confidence and improve mathematical
literacy. Quantitatively these changes indicated by the gain with the score meeting is 0.232; 0.451;
0.185; 0.295; and 0.483. At the end of the literacy skills of students learning tests showed that the
average results of the literacy skills to meet the standards of completeness 70. Regression test
showed the influence of confidence in the ability of literacy at 84.4% and the equation y = -29.491
+ 1,646X. So the establishment of confidence positive influence on the students' mathematical
literacy skills.

Keywords - Confidence, Talking Stick, Game, Ability Literacy.

Introduction implement those values are. In character

Character education now is the main priority
in learning which currently applied by the
government. A teacher must be in-depth
understanding of about character education.
Because the values contained in character
education that it would affect positively to
the development of students and can support
the achievement of the learning outcomes
desired. If good character of students in
learning, must be the purpose of learning
will be optimal. The purpose of education
character according to Asmani (2013; 42) is
planting the value of the inner self students
and renewal of life together that greater
value is individual freedom.
Character education is a system planting
values character to the community school
which includes components knowledge,
consciousness or the will and the act of to
education at the school, all components
(stakeholders education) must be dealt with,
including components education itself,
namely the contents of curriculum, learning
and judgment, handling or the management
of subjects, school management, the
implementation of the activity or activity
kokulikuler, empowerment facilities and
infrastructure, financing and work ethic all
residents school.
Hartoyo (2010: 22) say education without
character will only make the individuals be
smart and smart, but of less having a growth
as human beings whole. This indirectly
indicates that education run luminance the
level of education have to make element of
character that students be human whole.
Lumpkin (2008: 45), said character to a
person memimiliki wisdom to know that are
true of something wrong, honest, fair,

68
appreciate, and responsibilities, and
including recognize and learn from
mistakes.
Confidence is its essential character
implanted, confidence a child must always
trained babies to not get too frightened and
refuse self when receiving activity is asked
which of teachers, like the students are
doing the on board, narrate or presented to
my friends sekelasnya in the front of the
class, and in do their tasks from his teacher.
Hence, character confident have to
implanted in education curriculum to
improve their performance students in
mathematics. One of learning mathematics
that might improve the character confident
the students were learning to the concept of
playing. Nurla (2011; 60) revealed that
confidence is a extraordinary power.
Confident like reactor that arouses all energy
that are with them someone to reach success.
As young generation, attitude confident very
important implanted in students to he grew
up to be a figure able to develop the
potential himself.
Based on the results of observation and
information obtained in SMP N 1 Brati
Grobogan City in teaching mathematics
found that there are still a lot of students to
the ability of mathematics low. The majority
of students was not confident, fear, low self,
and limp if heard the word mathematics.
Shadiq (2008; 38) see that a lot of students
who consider math is subjects difficult, drab,
only relate to the number, only hooked with
activities memorization, and others.
Confidence high possible an impact that
good against literacy mathematics students,
draft assessment framework pisa (OECD:
2006) define literasi mathematics as the
ability of an individual to formulate,
employing, and interpreting mathematics in
a range of contexts. This capability help
individual to admit that it had a role in every
aspect of life, in other words students have
to have a sense confident to make the
69
decisions reasoned and is also needed in
constructive, involved and reflective. Scope
mathematics SMP/Mts that must be
controlled a class of mathematical VII SMP
of them is quadrilateral. Material
quadrilateral this is one of the material that it
still becomes problem on class VII SMP that
is competence counting mobile and broad
wake up flat quadrilateral. Stacey (2011)
mentioned that the literacy mathematics
students in indonesia is still very low of
average score OECD (organization for
economic corporation and development) and
also of some the participating countries in
PISA (programme for international student
assssment).
Theoretical Review
The atmosphere learn math who agreeable
(joyfull learning) could cause interest and
motivation students in following learning
activities. A son shall be easily take heed
when the son of learning without burden.
Mood, the atmosphere class joyful about
affect understanding children to matter
learned and improve confidence. Learning
model talking stick is one of learning model
with the concept of the game. According to
Huda (2013: 224), at first talking stick (a
stick speaking) is the method used by the
native americans for invite all a person in
speaking or pass an opinion in a forum. OIC
is a program smart careful packed in an
event search of talents entertaining and by
the look of modern. Besides rote the theory,
the test every the more bervariatif with the
approach interactive to be more dynamic
with the help of material photo/video/audio.
Furnished with game creativity, strategy and
challenges that binds participants
(wikipedia). The game in game OIC applied
in this research was the right quick and the
box.
So approach talking stick with game OIC
would help teachers to improve character
confident students. Because in learning
model talking stick with game OIC this to
character communicative and creative, and
confidence, for each student and group who
holds a stick have to expressed his opinion,
expected all students can communicative in
learning ongoing. Purpose in this research is
to form characters confident s through
model talking stick with game OIC to the
matter wake up flat, and give impact
character confident of the ability of
mathematical literacy students.
Learning theory is a theory that supports
Peaget (Sugandi, 2008), Thondirk
(Suherman, 2003), and the Dienes
(Ruseffendi, 1992). Based on the theory of
Thondirk, in game play OIC students sued
plays an active role in the games has been
determined. Each student in the team will be
trying to win the game in sportsmanship. At
the end of the meeting/study every student
will be awarded a prize/has been prepared,
the gift-giving views of the total score for
the game is taking place. From the law due
to this it can be concluded that if there is a
strong association between learning, games,
and the award, then it will hopefully provide
motivation for students to prepare for and
understand the material well. While in
theory the Dienes, such models, students are
invited to learn while playing in doing
practice problems such as literacy. With the
way the game like these students feel happy,
so the confidence and ability of literacy
students can rise well.
Research Methods
This research using the kind of research mix
method (a mixture of quantitative and
qualitative). A design used in this research is
a modification of design sequential
explanatory, namely research methodology
combination that combines research
methodology qualitative and quantitative
simultaneously (sugiyono , 2013: 473) .
Qualitative analysis in this research using
analysis diskriptif, that is described
character confident SMP students at the time
he gave learning. While the quantitative
analysis in this research using statistical tests
70
influence regression and test appeal.
Research carried out in SMP N 1 Brati
Grobogan City. Sample in research taken
with using a technique purposive sampling
where the sample members of the population
is written with a consideration and a
particular purpose. To deepening about the
confident students chosen five students
different in the upper under SP-4 and SP-5,
medium SP-3 and SP-2, and on SP-1.
Variable this research confidence and literasi
mathematics. Tekhnik the data with using
interviews, observation, and tests the ability
of literacy mathematical. Tekhnik data
analysis using analysis diskriptif and
statistical tests influence regerasi and test
appeal.
Learning model talking stick with game oic
done for six meeting. Every teaching
observed based on an indicator character
confidence is appointed. The six indicators
of according to Syaifullah (2000) in this
survey used as an indicator to the taste
pecaya self the students were (1) in the
ability yourself/the will and effort; (2) in and
respect own efforts/sanguine; (3) bold their
opinions; (4) give priority to their own
businesses not dependent with others/self-
supporting; (5) not readily surrender; (6)
capable of being acclimated.
Results and Discussion
At the beginning of research before
researchers apply learning model talking
stick with game OIC, researchers get data
that character confident students are in the
low. Next in the process of research
researchers supervise the as regards
character confident students. Students
observed luminance learning done, so the
researchers had obtained data that been an
increase in confidence students luminance
meeting. Figure 1 the following was an
image of the average a score confident
students luminance meeting. Next picture
was an image of a score confident students
luminance meeting.
 description of an increase in character
curiosity on 5 students choice.
40
SP-1
30
20 SP-2
Students of the upper group the initials
10 MAD (SP-1)
0 SP-3
SP-4 The subject of study of the upper group is
the subject of research with the ability
SP-5
literacy mathematical based on the outcome
Figure 1 score confident students luminance meeting of pree test. At the beginning of research,
from our observation obtained, SP-1 possess
Learning based confident designed through
basically confidence good. Of treatment as
the learning model talking stick with game
was explained in table 1 be seen that
OIC. As a broad outline the process levels
character confident students gradually can
shown in table 1.
increase. The end of the meeting sixth,
Table 1. The process of development device learning confidence SP-1 increase by significant
model talking stick with game OIC to form characters (high). It was because the higher a stage
confident students. business so it will take greater to increase,
Stage model learning activities
talking stick
including SP-1 have prove that learning
berbantuan model talking stick with game OIC become
game oic
1. The first Provide the material to be learned and provide
more confident.
phase an opportunity for students to read and learn
talking the material, at this stage the teachers deliver After data collection through the
(speak) the subject matter to be studied, and then
provides the opportunity for students to read observation, next hold interview deep. SP-1
and learn the material on the handle. were those who its ability highest in his
2. The Taking a stick, giving the question and
second answer it, at this stage the teacher invites the class. Basically SP-1 having confidence
phase students to close the book and then the good, procures data that at the beginning
stick teacher took the baton and give to the
students, after the teacher gave questions and teaching do not have confidence because
students who hold the stick must be SP-1 still felt aliens in learning the
answered, and so forth until the majority of
the students got a part to answer questions researchers apply. Proven after SP-1 obtain
from the teacher. lessons learned the and conducted a series of
3. The third Give a summary of the material that has been
stage studied, at this stage the teacher gives a events diperoh the conclusion that students
evaluation summary and provide test questions to having a confidence is high good, which
students.
means been an increase in character
Based on table 1, researchers trying to form
confident SP-1.
the character of confidence in the soul of
students especially fifth the subject of study 1) Students the middle class the initials WA
that has been chosen based on the research
done, obtained the development of character (SP-2 )
confidence is owned by the fifth the subject The beginning of research find information
of study with the implementation of the as regards character confidence is owned
learning model talking stick with game OIC. SP-2 having the character of confidence is
higher than SP-1. But the very unfortunate
The results of the analysis diskriptif express
the high confidence owned SP-2 is a form of
fifth the subject of study having different
confidence not right. SP-2 tend to have
backgrounds so that each having the
confidence directionless, resulting in
character of curiosity different also. The
confidence is only is the way to obtain more
research and description informants have
attention against him. Through the passing
been known how character curiosity owned
of learning, SP-2 to guide that can be exactly
by each individual. The following a
apply confidence SP-2. Although in the first

71
meeting of SP-2 have less confidence, this
because the process of adapting SP-2 in
learning. On the fifth and sixth meetings not
seen significant improvement against
confidence SP-2, but the analysis is obtained
after the student obtained the study showed
that students have a high self-esteem/well.
2) Students the middle class the initial SBC
(SP-3)
Different from SP-2 which in early learning
has already had a sense of confidence is
high, confident the SP-3 which is also a
student in the group was giving the result
that SP-3 have a sense of confidence that is
being. According to the interviews the
obstacles is the SP-3 are not confident with
new things which he met, for example he
found about that have previously not been
met in, the SP-3 tend to avoid or did not
believe that the results and capability owned
the SP-3. To engagement with students of
teachers in the learning, teaching capable of
giving an impulse the good things which can
increase confidence SP-3. In the first
meeting of the SP-3 do not have a sense of
confidence. Although confidence SP-3
higher than the SP-1 which are at group
over, but the character confident the SP-3
still in category do not have a sense of
confidence.
According to the interviews, through the
passing of the learning, SP-3 admitted began
to anticipate fear if appointed to
representative of a group presented the
results of discussion. In has the task
mathematics formerly he had not meet, SP-3
confess want to try and confident by his
work own. Proven after he did a series of the
learning activities, in last meeting SP-3
students having a confidence is high good.
3) Students the bottom of the initial BNK
(SP-4)
The beginning of learning SP-4 do not have
confidence. SP-4 were those who are in the
bottom of the, who its ability be in the low,
72
while being interviewed further SP-4
admitted to always struggled to answer
questions given by teachers but sometimes
she was quiet when given questions from
teachers for fear of the answer wrong.
Although ability to learn SP-4 are in the
category of low, SP-4 admitted that they
were not has ability to learn low of members
of the group of learning. When has the task
mathematics, subject admitted doubt with
his work own, it trrsebut who drive
belakangi a low confidence is owned SP-4.
To the process learning in the 3--meeting of
the than the 4-meeting of the and the 5-
meeting of than right meeting 6 century,
does not occur a significant increase. This
was due to because SP-4 appointed by his
group to be the head of the group in its
group. From the results of interviews
basically SP-4 admitted objected if
appointed to representative of a group
presented the results of discussion or
become the head of the group. Although not
happened a significant increase in the 3-
meeting of the to meeting 6 century, in
meeting last SP-4enough having confidence.
4) Students the bottom of the initialAA
(SP-5)
The beginning of research researchers meet
data that SP-5 lack of confidence. Required
hard work high as well as encouragement
and stimuli continuous that SP-5 can
increase their sense of believes himself.
Learning the to the process, researchers
working so hard to get SP-5 able to increase
confidence owned. In learning the when SP-
5 asked to doing the in black board, SP-5
trying to refuse work in slates with various
reasons. Confidence SP-5 were very low.
Confidence is owned SP-5 lowest of your
class. In the first meeting and 2 researchers
make an effort for an increased occurrence
of character confidence is owned SP-5. But
in the 3-meeting of the until last meeting
there were no a significant increase. In last
meeting SP-5 have sufficient confidence.
 The following table 2 presents the influence of confidence in the ability of
development confident a sort of descriptive literacy of 84,4% and equally y = -
set of the subject of study. 29,491+1,646x. Thus the formation of
confidence students have had a positive
Table 2 the development of develop the character of impact of the ability of literacy mathematics.
confidence in subkjek research choice.
Sub Meeting
No Conclusions and Recommendations
jek I II III IV V VI
Confid Conf confid
Not confid
1
SP-
confid
Confid ent ident ence is
ence is
Based on questions research and the results
1 ent less enoug enou good
ent
h gh
good of research outlined, obtained conclusion:
Confi
Confid Conf confid
confid
character confident students basis of ranking
SP- Confid ent ident ence is bottom, medium, and on increased, the
2 dent ence is
2 ent less enoug enou good
less good increase confidence students luminance his
h gh
Conf Confid meeting to be demonstrated by test the gain
Not Confid confid
SP- Confid ident ent
3 confid ent ence is namely 0,232; 0,451; 0,185; 0,295; and
3 ent less enou enoug
ent less good
gh h 0,483. The ability the average the results of
Confid Conf Confid
Not Confid tests the ability of literacy mathematical
SP- Confid ent ident ent
4 confid ent
4 ent less enoug enou enoug students meet the standard of exhaustiveness
ent enough
h gh h
Conf Confid (70). Regression test show is the confidence
Not Not Confid Confid
5
SP-
confid confide ent
ident ent
ent of the ability of literacy of 84,4% and
5 enou enoug
ent nt less
gh h
enough equally y = -29,491+1,646x. It suggested
Not
Confid Conf Confid
confid that is should be done further research about
Confid ent ident ent
Average confid
ent less enoug enou enoug
ence is things whatever increase character confident
ent good
h gh h students.
Average Confident students good enough
keseluruha
n Reference
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