The Implementation of Discovery Learning Model with Scientific Learning Approach to Improve Students’ Critical Thinking in Learning History

Historical learning has not reached optimal in the learning process. It is caused by the history teachers’ learning model has not used the innovative learning models. Furthermore, it supported by the perception of students to the history subject because it does not become final exam (UN) subject so it makes less improvement and builds less critical thinking in students’ daily learning. This is due to the lack of awareness of historical events and the availability of history books for students and teachers in the library are still lacking. Discovery learning with scientific approach encourages students to solve problems actively and able to improve students' critical thinking skills with scientific approach so student can build scientific thinking include observing, asking, reasoning, trying, and networking.

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KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS

Edupedia ◽

10.35316/edupedia.v3i2.257 ◽

2019 ◽

Vol 3 (2) ◽

pp. 17-27

Author(s):

Dian Noer Asyari

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Learning Tools ◽

Learning Situation ◽

Guided Discovery

Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.

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Development of Learning Tools with the Discovery Learning Model to Improve the Critical Thinking Ability of Mathematics

JOURNAL OF EDUCATIONAL SCIENCES ◽

10.31258/jes.4.1.p.83-92 ◽

2020 ◽

Vol 4 (1) ◽

pp. 83

Author(s):

Anike Putri ◽

Yenita Roza ◽

Maimunah Maimunah

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Learning Tools ◽

Average Response ◽

Flat Side ◽

Student Questionnaire ◽

Skills Learning

This research was motivated by the still limited learning of mathematics as a means of supporting learning in the 2013 Curriculum. The purpose of this study was to produce some products in the form of learning devices (syllabus, RPP and LKPD) on the material for the flat side building of VIII Middle School with discovery learning models that meet valid, practical, and effective criteria for improving students mathematical critical thinking skills. Learning tools are developed using the 4-D model, which are define, design, develop and assess. The research instrument used was an instrument of validity in the form of a validation sheet to assess the feasibility of the syllabus, RPP and LKPD as well as a practical instrument in the form of a teacher observation sheet activity in applying the discovery learning model and student questionnaire responses to assess the practicality of LKPD. The results of the validation of the experts stated that the product developed reached a valid category with an average rating of 76.67% for syllabus, 76.67% for RPP and 88.04% for LKPD. Learning devices are considered very practical in small group trials with an average response of 96.44% students and large group trials from the observation sheet of teacher activity 93.71% and the average response of students 87.77%. The learning tools have been proved to improve students mathematical critical thinking skills in terms of an average N-gain of 0.53 in the medium category.

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Application of Discovery Learning Model to Improve Critical Thinking Ability of Class 5 IPA

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i3.45817 ◽

2020 ◽

Vol 3 (3) ◽

pp. 138

Author(s):

Sri Rahayu

Keyword(s):

Critical Thinking ◽

Action Research ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Critical Thinking Ability ◽

Thinking Ability ◽

Classroom Action Research

This type of research is classroom action research. The purpose of this study was to improve critical thinking skills in science by applying the Discovery Learning model. The results showed that the application of the Discovery Learning model can improve critical thinking skills in science. The percentage of critical thinking skills in the very good, good, adequate, and poor categories. In pre-cycle it was 41%, cycle I was 68%, increased in cycle II to 86%, and increased again in cycle III was 95%.

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Pengembangan model pembelajaran berbasis konstruktivistik kolaboratif mata pelajaran Pendidikan Agama Islam untuk meningkatkan kemampuan berfikir kritis siswa kelas V SDN Meri 1 Kota Mojokerto

Ta dibia Jurnal Ilmiah Pendidikan Agama Islam ◽

10.32616/tdb.v7.1.36.61-70 ◽

2017 ◽

Vol 7 (1) ◽

pp. 61

Author(s):

Sudar Kajin

Keyword(s):

Critical Thinking ◽

Religious Education ◽

Learning Experience ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Islamic Education ◽

Learning Tool ◽

Innovative Learning ◽

Interesting Learning

Constructivism-Collaborative-based learning tools in improving critical thinking skills become an interesting learning model and assist the teacher's task in improving the effectiveness of learning, hence the need of an innovative learning tool to improve students' critical thinking ability. One learning tool that includes a set of planned learning experience that is arranged in a systematic, operational, and directed to help students master specific learning objectives is a collaborative-based Constructivist-Collaborative learning tool in improving the ability to think critically. The purpose of this research development is: 1.) To determine the feasibility of constructive collaborative lesson constructivist Islamic Education lesson according to peers. 2) To know the feasibility of constructive collaborative lesson of constructivism of Islamic Religious Education subject by Expert 3) To know the interest of the students of grade V of SDN Meri 1 Kota Mojokerto to the constructivist constructivism lesson of Islamic Education subject. The selection and use of collaborative constructivist-based learning models can effectively streamline and streamline the implementation of learning. For that purpose, collaborative constructivism-based learning model is absolutely necessary. Islamic Religion Education Learning Learning This collaborative constructivism based learning model has been refined based on analysis of trial data. Based on the steps that have been implemented can be concluded as follows. 1). Constructivist constructivist lesson of Islamic Religious Education is feasible according to peers. 2) constructivist constructivism lesson of Islamic Religious Education is feasible according to Expert 3) Grade V students of SDN Meri 1 Kota Mojokerto are interested in collaborative constructivist lesson of subjects of Islamic Religious Education

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Improving Critical Thinking Skills and Learning Outcomes of 4th Grade Students Through Discovery Learning Model

JETL (Journal Of Education Teaching and Learning) ◽

10.26737/jetl.v6i1.2348 ◽

2021 ◽

Vol 6 (1) ◽

pp. 13

Author(s):

Wahyu Rizaldi ◽

Mawardi Mawardi

Keyword(s):

Critical Thinking ◽

Learning Outcomes ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Average Score ◽

Average Value ◽

Analysis Technique ◽

Thematic Learning

Lack of critical thinking skills in students is a problem faced in thematic learning at SD Negeri 2 Kedungrejo. Therefore, it had an impact on low learning outcomes. From this problem, this study aims to improve critical thinking skills and learning outcomes through discovery learning model. Classroom Action Research (PTK) was used in this study. While the data collection instruments included observation sheets, test questions, and questionnaires. The data analysis technique used a comparative descriptive technique. The subjects of this study were 22 4th grade students of SD Negeri 2 Kedungrejo. The results of this study indicated an improvement of critical thinking skills and students’ learning outcomes. This can be proven by the average value of students' critical thinking skills in cycle I of 54.67% and increased again in cycle II by 69.84%. Whereas for students’ learning outcomes, in cycle I showed students’ average score of 70. Moreover, it increased by an average value of 80 in cycle II. To sum up, these results showed that applying discovery learning model in the online learning process were able to improve students’ critical thinking skills and learning outcomes.

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PENGEMBANGAN PERANGKAT PEMBELAJARAN MELALUI MODEL PEMBELAJARAN BERBASIS KEARIFAN LOKAL KALIMANTAN SELATAN UNTUK MENINGKATKAN KETERAMPILAN METAKOGNITIF DAN BERPIKIR KRITIS PESERTA DIDIK KONSEP KLASIFIKASI MAKHLUK HIDUP

Florea Jurnal Biologi dan Pembelajarannya ◽

10.25273/florea.v7i2.7888 ◽

2020 ◽

Vol 7 (2) ◽

pp. 77

Author(s):

Kultsum Munirah ◽

Siti Ramdiah ◽

Budi Prayitno

Keyword(s):

Critical Thinking ◽

Learning Process ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Learning Tools ◽

Metacognitive Skills ◽

Contributing Factors ◽

Learning Methods ◽

Innovative Learning

One of the problems in our education world is the weakness of the learning process, which has an impact on metacognitive skills and critical thinking skills of students. One of the contributing factors is that the teacher only provides existing material without any development related to the real world of students. Thus the effort that can be made is that before carrying out the learning process the teacher as an educator must have a learning plan, which is included in the learning tool. Because in a learning device a teacher can design learning methods and materials that are considered innovative when used. One of the innovative learning methods that can build active learning conditions for students is to use a local wisdom-based learning model. The research objective was to determine the validity of learning tools through a learning model based on local wisdom of South Kalimantan to improve metacognitive skills and critical thinking of students in the classification concept of living things. This study develops products in the form of RPP, LKPD and Questions. The development method used refers to 4-D development which has 4 stages, namely define, design, develop and disseminate. The type of data used is qualitative and quantitative data. The instrument used was a validation sheet that was declared valid based on the results of the expert team's assessment. Data analysis techniques were carried out by matching the results of empirical validation from experts with predetermined validity criteria. The results of this study indicate that local wisdom-based learning tools are worth trying out, because the scores obtained from the validation results show validity with a percentage of> 67.19% which is considered valid enough and has no revised information

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Model Pembelajaran Discovery Learning Berbantuan Smart Sticker untuk Meningkatkan Disposisi Matematik dan Kemampuan Berpikir Kritis

Kreano Jurnal Matematika Kreatif-Inovatif ◽

10.15294/kreano.v8i2.5060 ◽

2017 ◽

Vol 8 (2) ◽

pp. 109-118

Author(s):

Ida Wahyu Kurniati ◽

Emi Pujiastuti ◽

Ary Woro Kurniasih

Keyword(s):

Critical Thinking ◽

Random Sampling ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Eighth Grade ◽

Control Analysis ◽

A Value ◽

Cluster Random Sampling

Tujuan penelitian ini adalah mengetahui model pembelajaran discovery learning berbantuan smart sticker mampu meningkatkan disposisi matematik dan kemampuan berpikir kritis. Metode penelitian yang digunakan dalam penelitian ini adalah metode penelitian kuantitatif. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri 40 Semarang. Pengambilan sampel dilakukan dengan teknik cluster random sampling, diperoleh kelas VIII H sebagai kelas eksperimen dan kelas VIII E sebagai kelas kontrol. Analisis data yang digunakan adalah uji proporsi dan uji ketidaksamaan dua rata-rata. Hasil penelitian menunjukkan bahwa hasil tes kemampuan berpikir kritis siswa kelas eksperimen mencapai nilai lebih dari 65 dan lebih dari 70% siswa di kelas eksperimen mencapai nilai lebih dari 65. Kemampuan berpikir kritis dan disposisi matematik siswa kelas eksperimen lebih baik dari kelas kontrol dan dinyatakan meningkat dibandingkan hasil pretest. Berdasarkan hasil penelitian disimpulkan bahwa model pembelajaran Discovery Learning berbantuan Smart Sticker dapat meningkatkan disposisi matematik dan kemampuan berpikir kritis.The purpose of this study was to find out that discovery learning model which is assisted by smart sticker can improve mathematical disposition and critical thinking skills. The method used in this research is quantitative research methods. The population in this study is eighth-grade students of SMP Negeri 40 Semarang. Sampling was carried out by cluster random sampling technique, is obtained as an experimental class in eighth grade H and the eighth grade E as a control. Analysis of the data used is the proportion test, and test two average inequality. The result show that the test result of students critical thinking skills experiment class reached a value of more than 65 and more than 70% student in experimental class reached a value of more than 65. Critical thinking skills and mathematical disposition of experiment class better than control class and declared that increased if compared to the pretest. The final conclusion is that discovery learning model which is assisted by smart sticker can improve mathematical disposition and critical thinking skills.

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The Impact of Guided-Discovery-Learning Model on Students' Conceptual Understanding and Critical Thinking Skills

Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika ◽

10.36312/esaintika.v5i3.581 ◽

2021 ◽

Vol 5 (3) ◽

pp. 227-240

Author(s):

Muhali Muhali ◽

Binar Kurnia Prahani ◽

Husni Mubarok ◽

Nova Kurnia ◽

Muhammad Asy’ari

Keyword(s):

Critical Thinking ◽

Conceptual Understanding ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Control Group ◽

Guided Discovery ◽

Test Instrument ◽

Experimental Group

The current study describes how the guided-discovery-learning model impacts students' conceptual understanding (SCU) and students’ critical thinking skills (SCTS) on the topic of solubility. The quasi-experimental research with a posttest-only nonequivalent control group design was used in this study. The experimental group (45 students) and the control group (47 students) were selected by the saturated sampling technique. Data on SCU was collected using an objective true false test instrument with correction/proofing, while data on critical thinking skills was collected using an essay test instrument. The research data were analyzed descriptively and statistically (Mann-Whitney U). The research found the SCU (mean= 81.51 vs. mean= 72.81) and SCTS (mean= 70.46 vs. mean= 58.43) in the experimental group was better than the control group, both descriptively and statistically (p < 0.05). These findings indicate that the guided-discovery-learning model significantly impacted SCU and SCTS on the solubility topic.

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Implementasi Model Discovery Learning Dipadu Modul Sistem Ekskresi Berbasis Konstruktivisme untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik

Jurnal Pendidikan Sains Indonesia ◽

10.24815/jpsi.v9i3.19965 ◽

2021 ◽

Vol 9 (3) ◽

pp. 376-390

Author(s):

Yennita Yuliani* ◽

Hasanuddin Hasanuddin ◽

Safrida Safrida ◽

Khairil Khairil ◽

Andi Ulfa Tenri Pada

Keyword(s):

Critical Thinking ◽

Thinking Skills ◽

Learning Model ◽

Critical Thinking Skills ◽

Discovery Learning ◽

Excretory System ◽

Control Group ◽

Control Group Design ◽

System Concept ◽

Quasi Experimental

The learning process at SMAN 1 Kluet Utara and SMAN 1 Kluet Selatan, does not appear to have developed critical thinking skills of students, this is because learning does not provide opportunities for students to identify problems and conclude new ideas or a observational act. The process of learning biology in schools does not encourage students to think critically. The research objective was to analyze the improvement of critical thinking skills by using the discovery learning model combined with constructivism-based modulesin on the excretory system concept. The method used was a quasi-experimental, pretest posttest design non-equivalent control group design. The population in this study were 156 students of class 11th MIPA who came from two schools, while the sample was 104 taken by purposive sampling.The instrument used was a reasoned multiple choice question accompanied by a rubric. The data analysis used was n-gain and independent sample t-test. The results showed that the critical thinking skills obtained was 0.78, with an increase in class critical thinking skills including the high category. This shows that there are differences in the critical thinking skills of students between the experimental class and the control class on excretory system concept in class 11thSMAN 1 Kluet Utara and SMAN 1 Kluet Selatan. Thus, the implementation of discovery learning model combined with constructivism-based modulescan improve students' critical thinking skills on excretory system concept.

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