scholarly journals Efforts to Improve Concept Understanding Energy Sources Through The Guided Discovery Learning Model In Primary School Students

2020 ◽  
Vol 3 (3) ◽  
pp. 768
Author(s):  
Nuryanti Nuryanti
Keyword(s):  
Learning Model ◽  
Discovery Learning ◽  
Male Students ◽  
Energy Sources ◽  
Research Subjects ◽  
Primary School Students ◽  
School Students ◽  
Guided Discovery ◽  
Concept Understanding ◽  
Online Evaluation

<p><em>The study, entitled Efforts to Improve Understanding the Concept of the Benefits of Energy Sources through the Guided Discovery Learning Model of Elementary School Students in Class IV Semester 1 SD Negeri Sidasari 03 which aims to improve students' understanding of the concept of the benefits of energy sources with 11 research subjects consisting of 7 male students. male and 4 female students. This research was conducted because the students' conceptual understanding of the benefits of energy was still low. In cycle I, it shows that 3 students (60%) have completed, 2 students (40%) have not completed, and 6 students have not been able to take part in online evaluation activities. The research was continued in Cycle II with the results in cycle II showing 4 students (36%) who did not complete, 7 students (64%) of 11 students who did not complete. The use of the Guided Discovery Learning model can improve understanding of the concept of energy sources.</em></p>

scholarly journals Efforts to improve the understanding of blood circulation concepts through the guided discovery learning model

2020 ◽  
Vol 3 (3) ◽  
pp. 1006
Author(s):  
Mohamad Zakia Mathori
Keyword(s):  
Elementary School ◽  
Learning Outcomes ◽  
Elementary School Students ◽  
Learning Model ◽  
Outcome Data ◽  
Discovery Learning ◽  
School Students ◽  
Guided Discovery ◽  
Science Concepts ◽  
Understanding Of Science

<em>The problem in this research is how the application of the Guided Discovery Learning Model can improve the understanding of science concepts in elementary school students? Purpose To determine the application of the Guided Discovery Learning Model can improve understanding of science concepts in elementary school students. The object of this research is the fifth grade students of SDN Sidaurip 04 Gandrungmangu. The data collection technique was carried out systematically with standard procedures, namely, learning outcome data was taken through tests at the end of each cycle and observation of student participation. The data were analyzed using quantitative and qualitative analyzes of the formative test results. Then, the results of the calculations were consulted with the success criteria, to determine whether they were complete or not. Based on the results of the evaluation test from the first and second cycles, an increase in learning completeness was obtained. In the first cycle achieved learning outcomes with 66.67% completeness. In the second cycle the completeness of learning outcomes was 88.89%. Based on the findings and results obtained in the study, it can be concluded that, through the Guided Discovery Learning Model, it can improve understanding of the science concept of elementary school students</em>

scholarly journals Influence of the Guided Discovery Learning Model on Primary School Students’ Mathematical Problem-solving Skills

2019 ◽  
Vol 6 (2) ◽  
pp. 253
Author(s):  
Akhmad Badrul Lubis ◽  
Yelvema Miaz ◽  
Indah Eka Putri
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Learning Model ◽  
Discovery Learning ◽  
Average Score ◽  
Mathematical Problem Solving ◽  
School Students ◽  
Guided Discovery ◽  
Problem Solving Skills

Difficulties of primary school students in solving mathematical problems that require problem solving or reasoning abilities indicate the existence of problems in the process of learning mathematics, because one of the purposes of learning mathematics in primary school is to develop the students’ mathematical problem-solving skills. As a solution to overcome the problems, this research aims at understanding how the implementation of the guided discovery learning model influences mathematical problem-solving skills. This research employs a quasi-experimental design by involving all fifth-grade students at one of primary schools in Tebo Regency, Jambi. The simple random sample was conducted to obtain class VB as experimental class, and class VA as control class. Based on the results of the final score, experiential class obtained an average score of 86.00, and control class obtained an average score of 76.93.  The results of hypothesis test using t-test obtained tcount = 2,203 > ttable = 2,020, which indicated that H0 was rejected, and H1 was accepted. Therefore, the guided discovery learning model influenced the fifth-grade students’ mathematical problem-solving skills, thus it is recommended for teachers to be able to use the guided discovery learning model in the mathematics learning process.

Meningkatkan Motivasi Belajar Siswa Melalui Penerapan Model Discovery Learning Kelas VIII-A SMPN 2 Piani

2020 ◽  
Vol 4 (2) ◽  
pp. 58
Author(s):  
Ahmad Apriyadi ◽  
R Ati Sukmawati
Keyword(s):  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Motivation ◽  
Male Students ◽  
Motivation To Learn ◽  
Research Subjects ◽  
Class Viii ◽  
Motivation And Learning

Penelitian ini bertujuan untuk meningkatkan motivasi belajar dan hasil belajar siswa kelas VIII-A SMPN 2 Piani melalui model discovery learning. Penelitian ini merupakan  Penelitian Tindakan Kelas (PTK). Siklus I terdiri dari dua kali pertemuan, dan siklus II terdiri dari tiga kali pertemuan. Subjek penelitian ini adalah siswa kelas VIII-A SMPN 2 Piani, yang terdiri dari 9 orang siswa laki-laki dan 11 orang siswa perempuan. Objek penelitan adalah motivasi belajar dan hasil belajar siswa dalam pembelajaran tekanan zat dengan menerapkan model discovery learning. Instrumen penelitian terdiri dari lembar observasi motivasi belajar siswa dan tes hasil belajar. Berdasarkan hasil penelitian diperoleh bahwa motivasi siswa dari siklus I dan siklus II mengalami peningkatan, dari kurang termotivasi menjadi termotivasi. Hasil Belajar siswa kelas VIII-A juga mengalami kenaikan ketuntasan belajar pada siklus I mencapai 65% selanjutnya pada siklus II menjadi 95% (melebihi batas ketuntasan klasikal= 80%). Sehingga model pembelajaran discovery learning dapat dijadikan salah satu cara untuk meningkatkan motivasi dan hasil belajar siswa.This study aims to improve learning motivation and student learning outcomes in class VIII-A at SMPN 2 Piani through a discovery learning model. This study is a classroom tidiness study. Cycles I are two encounters and cycles II are three encounters. The study was done by applying the discovery learning model. Action class consists of twenty pullings of research subjects made up nine male students and eleven female students. The object of research is the motivation to learn and the results of students degrees in the pressure of learning by applying the discovery learning model. The research instrument consisted of learning motivation sheets and learning achievement tests. Based on the research results, it was found that the motivation of students from cycle I and cycle II had increased, from less motivated to be motivated. Learning outcomes of class VIII-A students also experienced an increase in learning completeness in the first cycle reaching 65%; then in the second cycle, it became 95% (exceeding the classical completeness limit = 80%). So the discovery learning model can be a way to increase the motivation and learning result.

scholarly journals PENINGKATAN KEMAMPUAN GENERIK FISIKA DAN PEMAHAMAN KONSEP DALAM PEMBELAJARAN GUIDED DISCOVERY MELALUI EKSPERIMEN PADA ALAT-ALAT OPTIK

2019 ◽  
Vol 2 (3) ◽  
pp. 193-200
Author(s):  
Partogi Nainggolan ◽  
Nyoman Rohadi ◽  
Eko Risdianto
Keyword(s):  
Model Experiment ◽  
Mastery Learning ◽  
Optical Devices ◽  
Female Students ◽  
Discovery Learning ◽  
Male Students ◽  
Guided Discovery ◽  
Concept Understanding ◽  
Experiment Method ◽  
Capability Improvement

ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan peningkatan kemampuan generik fisika dan pemahaman konsep pada konsep alat-alat optik. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam tiga siklus. Subjek dalam penelitian ini adalah seluruh peserta didik kelas XI MIA 2 beranggotakan 32 orang yang terdiri dari 14 peserta didik laki-laki dan 18 peserta didik perempuan. Kemampuan generik fisika peserta didik pada siklus I diperoleh daya serap sebesar 73,13 % dan ketuntasan belajar sebesar 53,13 % (belun tuntas), siklus II diperoleh sebesar daya serap sebesar 74,22 % dan ketuntasan belajar sebesar 75 % (belum tuntas), dan siklus III dengan daya serap sebesar 80 % dan ketuntasan belajar sebesar 100 %. Pemahaman konsep peserta didik pada siklus I diperoleh daya serap sebesar 73,13 % dan ketuntasan belajar sebesar 62,50 % (belum tuntas), siklus II diperoleh daya serap sebesar 79,06 % dan ketuntasan belajar sebesar 87,50 % (tuntas), dan siklus III dengan daya serap sebesar 87,34 % dan ketuntasan belajar sebesar 100 %. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan pembelajaran Guided Discovery dengan metode eksperimen dapat meningkatkan pemahaman konsep dan kemampuan generik fisika  dalam pembelajaran Guided Discovery melalui eksperimen di kelas XI MIA 2 SMAN 8 Kota Bengkulu. Kata Kunci: Model Pembelajaran Guided Discovery, Metode Eksperimen, Kemampuan Generik Fisika, Pemahaman Konsep ABSTRACT This research was aimed to describe the generic physics capability improvement and understanding of learners' concepts on the concept of optical devices. This research was a classroom action research conducted in three cycles. Subjects in this study were all students of class XI MIA 2 that consists of 32 people consisting of 14 male students and 18 female students. Generic physics ability of learners in the first cycle obtained the matter absorption of 73.13% and mastery learning of 53.13% (not completed), cycle II obtained for matter absorption of 74.22% and mastery learning by 75% (not completed) , and cycle III with the matter absorption of 80% and 100% (completed). Understanding the concept of learners in the first cycle obtained the matter absorption of 73.13% and mastery learning by 62.50% (not completed), the cycle II obtained matter absorption of 79.06% and mastery learning by 87.50% (completed), and cycle III with the matter absorption of 87.34% and mastery learning by 100% (completed). Based on the result of the research, it could be concluded that the application of guided discovery learning with experimental method can improve concept comprehension and generic physics ability in guided discovery learning through experiment in class XI MIA 2 SMAN 8 Kota Bengkulu. Keywords: Guided Discovery Learning Model, Experiment Method, Generic Physics Ability, Concept Understanding

scholarly journals PENGARUH MODEL PEMBELAJARAN REACT DAN GUIDED DISCOVERY LEARNING TERHADAP PEMAHAMAN KONSEP MATEMATIKA SISWA

EDUPEDIA ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Nia Risti Rahayu ◽  
Sumaji Sumaji
Keyword(s):  
Hypothesis Test ◽  
Mathematical Concept ◽  
Learning Model ◽  
Discovery Learning ◽  
Mathematical Concepts ◽  
Guided Discovery ◽  
Significance Level ◽  
Concept Understanding ◽  
Comprehension Test ◽  
The Difference

The purpose of this research were to know: (1) the effect of REACT learning model on the students’ understanding of mathematical concepts, (2) the effect of guided discovery learning model on students' understanding of mathematical concepts, (3) the difference in students’ mathematical concept understanding obtained by using REACT learning model and guided discovery learning. This research type was quasi experiment with entire class VII MTs Al-Islam Joresan as population and class VIIA and VIIB as sample. Class VIIA was taught  by using the REACT learning model and class VIIB was taught by using the guided discovery learning model. The instrument used was a question sheet of concept comprehension test and data collection the technique was test and documentation. The concept comprehension test results were analyzed using t test with significance level of 0.05. The results of the hypothesis test showed that the REACT learning model has an effect on the students’ understanding of mathematical concepts. In addition, the guided discovery learning model has an effect on the students’ understanding of mathematical concepts. Both REACT learning model and guided discovery learning model showed no difference in students’ mathematical concept understanding.

scholarly journals Development of Guided Discovery Learning to Improve Reflective Thinking

2019 ◽  
Vol 2 (2) ◽  
pp. 106
Author(s):  
Ignasius Fandy Jayanto ◽  
Sri Hastuti Noer ◽  
Caswita Caswita
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Reflective Thinking ◽  
Thinking Skills ◽  
Discovery Learning ◽  
Assessment Instruments ◽  
Research Subjects ◽  
School Students ◽  
Guided Discovery ◽  
Validity Assessment

This study is a development research that aims (a) to produce valid and practical Guided Discovery learning to improve the ability of reflective thinking, and (b) to determine the effectiveness of Guided Discovery learning to improve the ability to think reflective.  This research is a Research and Development (R & D). The research subjects were seventh grade students of SMP Paramarta 1 Seputih Banyak in the academic yearof 2018 / 2019. The instruments used are observation sheets, interview sheets, validity assessment instruments, trial sheets, and reflective thinking test instruments. The results of this study are (a) Guided Discovery learning has valid and practical criteria and (b) Average N-Gain scores mathematically reflective thinking of students after given Guided Discovery learning bigger than the average N-Gain score of mathematical reflective thinking skills of students who following conventional learning. Suggestions for developing Guided Discovery learning as an alternative to improve the ability of mathematical reflective thinking in junior high school students.

scholarly journals Effect of Guided Discovery learning model in mastering of Force and Motion subject

2015 ◽  
Vol 5 (02) ◽  
pp. 1
Author(s):  
Parno P
Keyword(s):  
Learning Process ◽  
Physics Education ◽  
Basic Concept ◽  
Learning Model ◽  
Discovery Learning ◽  
Research Subjects ◽  
Guided Discovery ◽  
Gain Score ◽  
Force And Motion ◽  
Normalized Gain

<p class="AbstractText">This research aims to describe students’ mastering of the basic concept about Force and Motion through the Guided Discovery learning model. This research uses pre-experimental one-group pretest-post test design. The research subjects are 25 students in sixth semester in the physics education department who are taking the Capita Selecta of School Physics course. This research uses the Basic Concept Mastering about Forceand Motion Test, and the Students Response Questionnaire for Learning Process instruments. The test data is analyzed using an average normalized gain secure, andthe question naire data are analyzed descriptively. The results show that student (1) has an average of mastering of the basic concept 75.38, an average normalized gain score of individual 0.556 that is smaller than an average normalized gain score of class 0.568 (medium category), and (2) gives a positive response for the learning process, namely 58.33% agree and 38.22% strongly agree, on the Force and Motion topic.</p>

scholarly journals Pengaruh Pembelajaran Fisika Pokok Bahasan Cahaya dengan Model Guided Discovery Learning Terhadap Kemampuan Kognitif Peserta Didik Kelas VIII SMP

2019 ◽  
Vol 4 ◽  
pp. 43
Author(s):  
Aulia Afifatur Rasyidah ◽  
Widayanti Widayanti
Keyword(s):  
Cognitive Ability ◽  
Effect Size ◽  
Cognitive Abilities ◽  
Quantitative Methods ◽  
Sampling Technique ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Research Subjects ◽  
Guided Discovery

<p class="AbstractEnglish"><strong>Abstract: </strong>This research aims 1). To determine the effect of guided discovery learning models on students’s cognitive abilities 2). Knowing the difference in students’s cognitive abilities between the experimental class and control class. This research is a quasi-experimental research with non-equivalent control group design.The independent variable is guided discovery learning model while the dependent variable is the cognitive ability of students. The sampling technique uses saturated sampling technique because the research subjects are all students of class VIII of SMP Muhammadiyah Purwojati in the 2018/2019 academic year. The instruments used in the form of learning tools, question sheets, and observation sheets. The question sheets is used to obtain data on students’s cognitive abilities and observation sheet is used to obtain data about the activities of students in participating in learning using guided discovery learning model. Data on students’s cognitive abilities were analyzed by descriptive statistics with quantitative methods. the results showed that there was influence of guided discovery learning model. on the cognitive abilities of students as evidenced by the experimental class mean value of 70.32 higher than the control class of 43.27 and there was increase in cognitive ability in the experimental class with an  N-Gain value 0,67 (moderate) higher than the control class with N-Gain of 0.35 (moderate) with an effect size value of 1.80 (very significant).</p><p class="AbstractEnglish"><strong>Abstrak: </strong>Penelitian ini bertujuan 1). untuk mengetahui pengaruh model pembelajaran guided discovery learning terhadap kemampuan kognitif peserta didik 2). Mengetahui perbedaan peningkatan kemampuan kognitif peserta didik antara kelas eksperimen dan kelas kontrol. Penelitian ini adalah penelitian eksperimen semu dengan nonequivalent control grup design. Variabel bebas berupa model pembelajaran guided discovery learning sedangkan  variabel terikat berupa kemampuan kognitif peserta didik. Teknik pengambilan sampel menggunakan teknik sampling jenuh karena subyek penelitiannya adalah semua peserta didik kelas VIII SMP Muhammadiyah Purwojati tahun pelajaran 2018/2019. Instrumen yang digunakan berupa perangkat pembelajaran, lembar soal uraian dan lembar observasi. Lembar soal digunakan untuk memperoleh data kemampuan kognitif peserta didik  dan lembar observasi digunakan untuk memperoleh data tentang aktivitas peserta didik dalam mengikuti pembelajaran dengan menggunakan model guided discovery learning. Data kemampuan kognitif siswa dianalisis dengan statistik deskriptif metode kuantitatif. Hasil penelitian menunjukkan bahwa  terdapat pengaruh model pembelajaran guided discovery learning terhadap kemampuan kognitif peserta didik  dibuktikan dengan nilai mean kelas eksperimen sebesar 70,32 lebih tinggi dibandingkan kelas kontrol sebesar 43,27 dan terdapat peningkatan kemampuan kognitif pada kelas eksperimen dengan nilai N-Gain sebesar 0,67 (sedang) lebih tinggi dibandingkan kelas kontrol dengan N-Gain sebesar 0,35 (sedang) dengan nilai effect size sebesar 1,80 (sangat signifikan).</p>

scholarly journals Mathematical Concept Understanding: the Impact of Integrated Learning Model

2019 ◽  
Vol 10 (2) ◽  
pp. 211-222
Author(s):  
A.M.Irfan Taufan Asfar ◽  
Asmawaty Asmawaty ◽  
Aisyah Nursyam
Keyword(s):  
Learning Strategy ◽  
Mathematical Concept ◽  
Learning Model ◽  
Discovery Learning ◽  
Control Group ◽  
Mathematical Concepts ◽  
Control Group Design ◽  
Guided Discovery ◽  
Concept Understanding ◽  
The Impact

This study aims to investigate the improvement of students' mathematical concepts understanding through the application of Guided, Explained, Collaborated & Evoked (GECE) Learning Strategy. The GECE Learning Strategy originates from the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model. The quasi-experimental with nonequivalent control group design was employed in this study. The instruments used were a test in the form of a description based on real-world concepts and a questionnaire to determine students' responses in the process of learning mathematics. Based on the results of hypothesis testing using the Mann-Whitney test, it was obtained that p <α (0.001 <0.005) which shows that the application of the GECE learning model affects students' mathematical concept understanding with n-gain of 0.62 (medium category). The effectiveness of the learning model applied was measured using Cohen's formula and a value of 1.88 (high category) was obtained. The results were also supported by positive students' responses of 3.45 which means that the integration of the Auditory Intellectually Repetition (AIR) learning model and Guided Discovery learning model could effectively improve students' mathematical concepts understanding. 

KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS

Edupedia ◽  
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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