THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS’ PERCEPTIONS TOWARD ACTIVE LEARNING IN STATISTIC 2 COURSE AND THEIR ACADEMIC ACHIEVEMENT Vanny Septia Efendi Bachelor Education Student Mathematics Education Department Sampoerna School of Education vannyefendi@gmail.com

Introduction Learning method  indicator of students’ academic achievement in learning process Most of educators and researchers believe active learning have important roles in determining students’ performance. In-service teacher  should be aware of the importance of active learning. However, there still teachers who have not aware of this issue. They are more focused on teacher-centered rather than students-centered.

Introduction Changing in-service teacher belief is not an easy matter. However, we can prepare teacher candidate to aware of the importance of active learning. To educate pre-service teachers, lecturers in higher education implement active learning One of SSE Lecturer, Zainal Koemadji M.Si, inspires this study by conducting active learning in Statistic 2 course by using problem-based learning strategy which is giving cases, students’ interpretation, and discussion.

What is Active Learning? Bonwell & Eison (1991) define active learning as students learn with meaningful activities and think about what they are learning. Active learning is a process that makes a learner become dynamic and energetic on his/her own learning process (Petress, 2008). Ogun (2009) defines active learning as a learning situation in which students are active participants rather than passives observers

Purpose of this study: To investigate the relationship between pre-service teachers’ perception toward active learning in Statistic 2 course and their academic achievement in SSE.

Research Questions: 1. How pre-service teachers’ perception toward active learning in Statistics 2 course? 2. Is there any relationship between pre-service teacher’s perception toward active learning in Statistics 2 course and their academic achievement?

Methodology Data was gathered from 43 pre-service teachers in SSE 2009 cohort majoring Mathematics Education who have participated in 16 week long studies of Statistics 2 course.   Quantitative study  survey that will measure how students valued active learning in Statistic 2 course

Instruments Pre-Service Teachers’ Perception  questionnaires, developed from the definition of perception and factors that influence it. Pre-Service Teacher Achievement  two scores mid test and final exam score

Data Analysis Correlation study Pearson Correlation coefficient was used to examine the relationship between both. Data obtained from the questionnaire was correlated to exam result that consists of mid test score and final exam score to measure students’ academic achievement.

Reliability & Validity Validity and reliability test were conducted using Software SPSS 19 From 36 items in the questionnaires, it was obtained 31 valid items and 5 items are fallen. The valid items have correlation coefficient between 0.035-0.913. Cronbach Alpha technique was used to test reliability with alpha coefficient 0.935.

Result RQ 1: How pre-service teachers’ perception toward active learning in Statistics 2 Course? It was found that the average of pre-service teachers’ perception is 144.6 from the range 36-180. It was found that pre-service teachers has a positive perception toward active learning with 144,6 score of perception Interval of Perceptions 36-64 Very Negative 65-93 Negative 94-122 Medium 123-151 Positive 152-180 Very Positive

Result RQ 2: Is there any relationship between pre-service teachers’ perception toward active learning and their academic achievement? The relationships between variables were defined by computing Pearson bivariate correlation coefficient Over all these correlation coefficient showed that there were significance correlations between both variables. It is found that the correlation coefficient r 0.445 to 0.000 significance p <0.01 The level of significance showed that perception of pre- service teacher has a relationship with their achievement. However, the relationship was not too strong, only 44%. It means that there is other factor that influences pre-service teachers’ achievement.

Discussion These findings were not surprising since the implementation of active learning was dynamic and motivating for the pre-service teachers as the students. It is also supported by the teacher affection when teaching so student perceived warm relationships to lecturer, which will affect their achievement and perception.  These findings could provide useful information on teaching pre-service teacher for any kind of subjects.

Suggestions The findings of this study suggest that any learning method that can improve students achievement should be implemented in teacher education, so the teacher candidates can feel by themselves the use of the method for their students in the future. This study also has a number of limitations. They are there is no control of intelligent of respondents that might be extraneous factor and there is also no analysis for satisfying the correlation assumptions.

Active Learning and Character Development towards the life wide formation of students In active learning model: teacher give instructions and facilitate students’ learning  Every student takes responsibility for his/her own learning. Provides social interaction skills, greater acceptance of others, and a greater sense of “togetherness” in the classroom Build students’ self esteem in every class activity  Every student has to speak up their idea, do their own task in group work  make them confident on what they are learning

Active Learning and Character Development towards PRE-SERVICE TEACHER The implementation of active learning in pre-service teacher class will help them to realize benefits of active learning This awareness will build their belief and perception about active learning that they will use in the future career as a teacher

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