META ANALISIS PENGARUH MODEL DISCOVERY LEARNING TERHADAP PENGUASAAN KONSEP DAN PENGETAHUAN PESERTA DIDIK FISIKA SMA

ABSTRAKTujuan penelitian ini adalah untuk mengetahui pengaruh Model discovery learning terhadap penguasaan konsep dan pengetahuan fisika SMA. Metode yang digunakan dalam penelitian ini adalah meta-analisis. Teknik analisis data dalam penelitian ini menggunakan perhitungan nilai effect size untuk setiap artikel. Berdasarkan meta analisis yang dilakukan, dapat dinyatakan bahwa hasil penelitian ini yaitu : 1) pengaruh model discovery learning terhadap penguasaan konsep dan pengetahuan fisika SMA ditinjau dari tahun terbit artikel memberikan efek yang Sangat Tinggi terdapat pada tahun 2017,2018, dan 2020 dengan masing-masing rata-rata effect size yaitu 1,6; 1,15; dan 1,62. 2) pengaruh model discovery learning terhadap penguasaan konsep dan pengetahuan fisika SMA ditinjau dari tingkatan kelas memberikan efek Sangat Tinggi terdapat pada kelas XI dengan rata-rata effect size 1,25. 3) pengaruh discovery learning terhadap penguasaan konsep fisika SMA memberikan efek Sangat Tinggi terdapat pada artikel keenam (J6) dengan nilai effect size 2,38. 4) pengaruh discovery learning terhadap pengetahuan fisika SMA memberikan efek Sangat Tinggi terdapat pada artikel kesepuluh (J10) dengan nilai effect size 3,95. Hal ini menunjukkan bahwa terdapat pengaruh model discovery learning terhadap penguasaan konsep dan pengetahuan fisika SMA. Kata kunci: Discovery Learning; Penguasaan Konsep; Pengetahuan. ABSTRACTThe purpose of this study was to determine the effect of the discovery learning model on mastery of high school physics concepts and knowledge. The method used in this research is meta-analysis. The data analysis technique in this study uses the calculation of the effect size value for each article. Based on the meta-analysis carried out, it can be stated that the results of this study are: 1) the effect of the discovery learning model on mastery of concepts and knowledge of high school physics in terms of the year the article was published gave a Very High effect in 2017,2018, and 2020 with each the average effect size is 1.6; 1.15; and 1.62. 2) the influence of the discovery learning model on the mastery of concepts and knowledge of high school physics in terms of grade level gives a very high effect in class XI with an average effect size of 1.25. 3) the effect of discovery learning on mastery of high school physics concepts gives a Very High effect found in the sixth article (J6) with an effect size value of 2.38. 4) the effect of discovery learning on high school physics knowledge gives a very high effect in the tenth article (J10) with an effect size value of 3.95. This shows that there is an influence of the discovery learning model on the mastery of high school physics concepts and knowledge. Keywords: Discovery Learning; Concept Mastery; Knowledge.

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EFEKTIVITAS MODEL PEMBELAJARAN TERHADAP PENINGKATAN PEMAHAMAN KONSEP FISIKA SISWA SMA: META-ANALISIS

ORBITA Jurnal Kajian Inovasi dan Aplikasi Pendidikan Fisika ◽

10.31764/orbita.v7i2.5714 ◽

2021 ◽

Vol 7 (2) ◽

pp. 238

Author(s):

M. Ifdal Hafiz Chan ◽

Edja Annisa Septia ◽

Kurnia Febrianti ◽

Desnita Desnita

Keyword(s):

High School Students ◽

Direct Instruction ◽

Effect Size ◽

Meta Analysis ◽

Problem Based Learning ◽

Learning Model ◽

Discovery Learning ◽

Learning Models ◽

Average Effect ◽

Average Effect Size

ABSTRAKTujuan dari penelitian ini adalah untuk melihat efektivitas dari beberapa model pembelajaran dalam meningkatkan pemahaman konsep fisika siswa SMA. Penelitian ini merupakan penelitian meta-analisis yang menggambarkan effect size dari penelitian-penelitian pendidikan mengenai pengaruh model-model pembelajaran terhadap pemahaman konsep fisika siswa SMA. Model pembelajaran yang di bandingkan dalam penelitian meta-analisis ini adalah model pembelajaran Discovery Learning, Inkuiri, Kooperatif, Direct Instruction, dan Problem Based Learning. Model pembelajaran yang memiliki efektivitas tertinggi adalah model pembelajaran Langsung (Direct Instruction) dengan nilai rata-rata effect size 1.43 yang termasuk dalam kategori tinggi. Model pembelajaran lain yang juga memiliki nilai rata-rata effect size yang termasuk dalam kategori tinggi adalah model pembelajaran Inkuiri dengan nilai rata-rata effect size 1.39, model pembelajaran Kooperatif dengan nilai rata-rata effect size 1.11, model pembelajaran Discovery Learning dengan nilai rata-rata effect size 0.96, serta model pembelajaran Problem Based Learning dengan nilai rata-rata effect size 0.92. Kata kunci: Meta-Analisis; Discovery Learning; Inkuiri; Kooperatif; Direct Instruction; Problem Based Learning; Pemahaman Konsep; Fisika ABSTRACT The purpose of this study was to see the effectiveness of several learning models in improving the understanding of physics concepts for high school students. This research is a meta-analysis that describes the effect size of educational studies regarding the influence of learning models on the understanding of physics concepts for high school students. The learning models compared in this meta-analysis are the Discovery Learning, Inquiry, Cooperative, Direct Instruction, and Problem Based Learning learning models. The learning model that has the highest effectiveness is the Direct Instruction model with an average effect size value of 1.43 which is included in the high category. Other learning models that also have an average effect size value that is included in the high category are the Inquiry learning model with an average effect size value of 1.39, the Cooperative learning model with an average effect size value of 1.11, and the Discovery Learning learning model with an average value. the average effect size is 0.96, as well as the Problem Based Learning model with an average effect size value of 0.92. Keywords: Meta-Analysis; Discovery Learning; Inquiry; Cooperative; Direct Instruction; Problem Based Learning; Concept Understanding; Physics.

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META ANALISIS PENGARUH MODEL PEMBELAJARAN KOOPERATIF PADA MATA PELAJARAN FISIKA TERHADAP HASIL BELAJAR SISWA

Jurnal Kumparan Fisika ◽

10.33369/jkf.4.2.120-128 ◽

2021 ◽

Vol 4 (2) ◽

pp. 120-128

Author(s):

Alhadi Erpan ◽

Fadilah Fajria Nanda ◽

Millanie Chintya Augustini ◽

Desnita Desnita

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Effect Size ◽

Meta Analysis ◽

Student Learning Outcomes ◽

Learning Model ◽

Journal Articles ◽

Team Games ◽

High Effect

ABSTRAK Penelitian ini adalah penelitian meta-analisis yang bertujuan merangkup hasil penelitian tentang pengaruh model pembelajran kooperatif terhadap hasil belajar siswa sehingga dapat diketahui : besar dari effect size (ES) rata-rata, tipe model pembelajaran koperatif yang memiliki effect size paling besar dan pada jenjang pendidikan dan materi apa tipe model pembelajaran kooperatif lebih berpengaruh terhadap hasil belajar siswa. Penelitian ini dilakukan dengan mengumpulkan 20 hasil penelitian berupa artikel jurnal. Hasil dari penelitian menunjukkan bahwa ES rata-rata sebesar 0,98 yang berarti berpengaruh tinggi. Tipe model pembelajaran kooperatif yang paling berpengaruh adalah tipe Team Games Tournament (TGT) dengan rata-rata ES sebesar 1,26. Model pembelajaran kooperatif lebih berpengaruh pada jenjang pendidikan SMA dengan rata-rata ES sebesar 1,06 serta pada materi suhu dan kalor dengan ES sebesar 1,46 yang masuk kategori sangat tinggi.ABSTRACT This research is a Meta-Analysis research which aims to summarize the result of research on the effect of cooperative learning models on student learning outcomes so that it can be seen : the size of the averange effect size (ES), the type of cooperative learning model that has the greatest effect size and at the level of education. And what type of material the cooperative learning model has more influence on student learning outcomes. This research was conducted by collecting 20 research results in the form of journal articles. The results of the study indicate that the ES on average is 0.98 which means that it has a high effect. The type of cooperative learning model that has the most influence is the type of Team Games Tournament (TGT) with an average ES of 1.26. the cooperative learning model has more influence on the high school education level with an average ES of 1.06 and on temperature and heat material with an ES of 1.46 which is in the very hight category

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Efektivitas Model Problem Based Learning dan Discovery Learning terhadap Berfikir Kritis pada Pembelajaran Matematika: Kajian Meta-Analisis

FONDATIA ◽

10.36088/fondatia.v5i1.1102 ◽

2021 ◽

Vol 5 (1) ◽

pp. 85-94

Author(s):

Maulida Anggraina Saputri ◽

Theresia Sri Rahayu

Keyword(s):

Critical Thinking ◽

Effect Size ◽

Meta Analysis ◽

Mathematics Learning ◽

Problem Based Learning ◽

Learning Model ◽

Discovery Learning ◽

Learning Models ◽

A Value ◽

Significant Difference

This study aims to determine the effect of level differences in Problem Based Learning and Discovery Learning model on student’s critical thinking by meta-analysis studies in Mathematics learning, by collecting several relevant journals through Google Scholar. This study uses the Ancove Test to determine the average difference Test in learning model, which has met the Prerequisite Test, then the Effect size is calculated. The result is normal, homogeneous and linear data were obtained with a significance value>0,05. In Ancova Test, the result Discovery Learning is more effective than Problem Based Learning. This is obtained from the results of the posttest scores of 78.4450 for the Problem Based Learning and 83.5840 for the Discovery Learning models. At the Fcount obtained is 7,181, and the Ftable obtained is 3,59, it can be stated that Fcount > Ftable, namely with a value of 7,181 > 3,59 and significance of 0,016 < 0,05. From these results prove that there is a significant difference between the Problem Based Learning and Discovery Learning models on student’s critical thinking in Mathematics learning. In determining the Effect size, it produces a value of 0,0302, it can be stated a moderate influence on student’s critical thinking in Mathematics learning.

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Cross-linguistic influence in simultaneous and early sequential bilingual children: a meta-analysis

Journal of Child Language ◽

10.1017/s0305000921000337 ◽

2021 ◽

pp. 1-33

Author(s):

Chantal VAN DIJK ◽

Elise VAN WONDEREN ◽

Elly KOUTAMANIS ◽

Gerrit Jan KOOTSTRA ◽

Ton DIJKSTRA ◽

...

Keyword(s):

Effect Size ◽

Meta Analysis ◽

Experimental Studies ◽

Uniform Method ◽

Bilingual Children ◽

Average Effect ◽

Language Dominance ◽

Average Effect Size ◽

Comprehensive Theory ◽

Bilingual Development

Abstract Although cross-linguistic influence at the level of morphosyntax is one of the most intensively studied topics in child bilingualism, the circumstances under which it occurs remain unclear. In this meta-analysis, we measured the effect size of cross-linguistic influence and systematically assessed its predictors in 750 simultaneous and early sequential bilingual children in 17 unique language combinations across 26 experimental studies. We found a significant small to moderate average effect size of cross-linguistic influence, indicating that cross-linguistic influence is part and parcel of bilingual development. Language dominance, operationalized as societal language, was a significant predictor of cross-linguistic influence, whereas surface overlap, language domain and age were not. Perhaps an even more important finding was that definitions and operationalisations of cross-linguistic influence and its predictors varied considerably between studies. This could explain the absence of a comprehensive theory in the field. To solve this issue, we argue for a more uniform method of studying cross-linguistic influence.

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Effect of Example Non Example Method Implementation in Scientific Approach and Discovery Learning Model on VII Grade Students' Affective Competence in Learning Natural Science

10.31227/osf.io/5znvj ◽

2019 ◽

Author(s):

Amrianto Amrianto ◽

Lufri

Keyword(s):

High School ◽

Cooperative Learning ◽

Junior High School ◽

Learning Process ◽

Junior High ◽

Learning Model ◽

Discovery Learning ◽

Scientific Approach ◽

Quasi Experimental ◽

Written Test

The 2013 Curriculum emphasizes on active learning pattern. However, based on the questionnaire spread in junior high school 18 Padang, it was gotten the result that teachers still have difficulty in implementing it, especially in affective competence of confidence. The affective competence of confidence will encourage students to be active in learning process, both in asking questions and expressing opinion. In cooperative learning, students are provided a vehicle to increase their confidence through presenting their discussion result in front of the class. By considering this issue, there is an alternative solution that can be used by teacher, which is example non example method. This method is one of cooperative learning method. Besides that, it can support the implementation of scientific approach and discovery learning model in learning process. The scientific approach and discovery learning model are the approach and model recommended in the 2013 Curriculum. Purpose of the research was to know effect of example non example method in scientific approach and discovery learning model on students' affective competence. It was a quasi-experimental research. It was done in junior high school 18 Padang to grade VII students. The instrument used was written test in form of multiple-choice and essay. Technique of data analysis used Mann Whitney U test. It was done by using SPSS software. The finding shows that example non example method in scientific approach and discovery learning model has significant effect on students' affective competence, with sig. value (0.036) < 0.05.

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