Elementarisierung oder Vielfalt als Schlüssel für die Gestaltung eines Zugangs zur beurteilenden Statistik

2020 ◽  
pp. 91-114
Author(s):  
Manfred Borovcnik
Keyword(s):  
Significance Test ◽  
Subject Area ◽  
Discovery Learning ◽  
Inferential Statistics ◽  
Guided Discovery ◽  
Full Field ◽  
Bayes Inference ◽  
The Core ◽  
Task Systems ◽  
Didactics Of Mathematics

Elementarisation is a legitimate didactical strategy, especially in a subject area such as inferential statistics, which is considered to be extremely difficult. Here one can also refer to Varga’s position on the didactics of mathematics and examine, which orientation results from it. For this purpose, Varga’s approach to mathematics didactics as a whole is summarised, which can best be characterised by the term complexity. Varga tries to make the complexity teachable by presenting suitable task systems and developing comprehensive handouts for guided-discovery learning. The core of the presentation is a system of tasks by Varga for inferential statistics for primary school, which Varga also supplements by comments on an experimental class for nine-year-olds (!). Varga introduces heuristically and playfully to the significance test and to p values. Finally, we discuss how to continue the learning paths from these heuristic considerations to the full field of inferential statistics. Classification: K10, K70, K50, D20. Keywords: Stochastic teaching, elementarisation, task systems, Statistical inference, Bayes inference, Varga’s approach.

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.

scholarly journals Penerapan Model Guided Discovery Learning Menggunakan LKPD Untuk Meningkatkan Hasil Belajar

2021 ◽  
Vol 27 (2) ◽  
pp. 165
Author(s):  
Ivhond Vetriand Marewa
Keyword(s):  
Discovery Learning ◽  
Guided Discovery

Banyak faktor yang menyebabkan peserta didik kurang semangat dalam belajar. Hal ini menyebabkan daya tangkap siswa menjadi rendah serta kesulitan dalam menyelesaikan permasalahan dalam kehidupan sehari-hari. Hal ini tentu tidak boleh dibiarkan begitu saja, perlu adanya tindakan untuk mengatasinya. Salah satunya guru harus mampu melakukan proses pembelajaran dengan baik, bermakna bahkan melakukan inovasi. Ada berbagai cara untuk melakukan inovasi dalam pendidikan, misalnya saja dengan menerapkan model, media, metode, strategi, bahkan pendekatan pembelajaran yang bertujuan agar pembelajaran lebih menarik dan tidak terasa membosankan bagi peserta didik. Oleh karena itu peneliti bertujuan meningkatkan hasil belajar siswa dengan menerapkan model pembelajaran guided discovery learning menggunakan LKPD. Penelitian tindakan kelas ini menggunakan 16 peserta didik sebagai subjek penelitian. Hasil belajar diukur dengan menggunakan alat evaluasi. Datanya dianalisis menggunakan perhitungan persentase. Hasil penelitian menunjukkan adanya peningkatan hasil belajar peserta didik setelah implementasi model pembelajaran guided discovery learning menggunakan LKPD. Hal ini terlihat pada siklus I persentase peserta didik yang tuntas hanya 37,5 % dan naik pada siklus II menjadi 100%. Maka dapat disimpulkan bahwa penerapan model pembelajaran Guided Discovery Learning dapat meningkatkan hasil belajar peserta didik sehingga guru disarankan untuk menerapkan model Guided Discovery Learning.

scholarly journals Guided discovery berbantuan virtual lab untuk meningkatkan keterampilan proses sains dan sikap ilmiah

2019 ◽  
Vol 3 (2) ◽  
pp. 138
Author(s):  
Fathiah Alatas ◽  
Willa Hikma Sakina
Keyword(s):  
Discovery Learning ◽  
Control Group ◽  
Guided Discovery ◽  
Virtual Lab

Virtual lab dapat memberikan pengalaman belajar nyata melalui simulasi dan kegiatan berbantuan komputer. Penelitian ini bertujuan untuk meningkatkan keterampilan proses sains dan sikap ilmiah berdasarkan IQ siswa pada konsep gerak harmonik sederhana melalui  model guided discovery learning berbantuan virtual lab pada materi gerak harmonik sederhana. Penelitian ini dilakukan di kelas X IPA 1 SMA N 4 Tangerang Selatan. Metode kuasi eksperimen dengan desain nonequivalent control group digunakan dalam penelitian ini. Berdasarkan observasi, keterampilan proses sains siswa tertinggi yaitu aspek mengajukan pertanyaan dan rendah pada aspek berhipotesis. Kelompok siswa dengan IQ rendah dan sedang menunjukkan sikap ilmiah paling tinggi pada aspek berpikir terbuka dan bekerja sama sedangkan kelompok IQ tinggi yaitu dan pada aspek sikap penemuan serta kreativitas. Dengan demikian, model guided discovery learning berbantuan virtual lab dapat meningkatkan keterampilan proses sains siswa pada seluruh kelompok IQ.

scholarly journals Penerapan Metode Penemuan Terbimbing pada Pembelajaran Matematika Siswa SMP

2018 ◽  
Vol 1 (1) ◽  
pp. 51-58
Author(s):  
Dodik Mulyono ◽  
Lucy Asri Purwasi ◽  
Agusman Riyadi
Keyword(s):  
Learning Outcomes ◽  
Discovery Learning ◽  
Final Test ◽  
Test Technique ◽  
Guided Discovery ◽  
Average Value ◽  
Learning Mathematics ◽  
Class Viii ◽  
Discovery Method ◽  
Academic Year

This study aims to determine the completeness of the results of learning mathematics Class VIII SMP Negeri 8 Lubuklinggau. Having applied guided discovery method. The research method used in this research is a quasi experiment with population class VIII 191 students and as a sample is class VIII F 32 students are taken at random. Data collecting is done by the test technique in the form of essay.Data problem is analyzed using t-test . Based on the results of data analysis on tarap belief α = 0.05 can be concluded that the results of students studying class VIII SMP Negeri 8 Lubuklinggau Academic Year 2016/2017 after the average value of the final test of 81.27 and the percentage of complete students reached 82.14% Keywords: Guided Discovery, Learning Outcomes, Mathematics

scholarly journals Improving higher-order thingking skill through POE (Predict, Observe, Explain) and guided discovery learning models

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Witriyani Suryamiati ◽  
Adi Pasah Kahar ◽  
Anandita Eka Setiadi
Keyword(s):  
Experimental Research ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Discovery Learning ◽  
Learning Models ◽  
Guided Discovery ◽  
Higher Order Thinking Skills ◽  
Quasi Experimental ◽  
The Difference

The low level of students’ higher order thinking skills (HOTS) has been the main problem of education in Indonesia. This study aimed to determine the difference of students’ HOTS taught by using POE and Guided Discovery learning models. This quasi-experimental research involved 34 students of X IPA 3 and 32 students of X IPA 4 at SSHS 1 of Sungai Ambawang as the sample. The data obtained by using test which was analyzed using Mann-Whitney U-test. The results showed that the students’ HOTS who were treated with POE were significantly higher than those who were taught using Guided Discovery learning. Therefore, it is suggested to implement POE to improve students’ HOTS.

scholarly journals Developing Guided Discovery Learning-Based Neurodroid Learning Media for Critical Thinking Skills

2021 ◽  
Vol 6 (2) ◽  
pp. 253-264
Author(s):  
Amelia Lestari ◽  
Elsa Lisanti ◽  
Rizhal Hendi Ristanto
Keyword(s):  
Nervous System ◽  
Critical Thinking ◽  
Thinking Skills ◽  
Development Stage ◽  
Critical Thinking Skills ◽  
Discovery Learning ◽  
Ion Pump ◽  
Guided Discovery ◽  
The Media ◽  
Biology Learning

This study aimed to develop guided discovery learning-based android learning media to improve critical thinking skills. The developed biology learning media was applied to the nervous system material. The discussion of the physiology of the nervous system is one of the difficult biological materials to understand because it includes the organization and structure of neurons and their functions, ion pump mechanisms when neurons are at rest, action potential mechanisms, mechanisms for neurons to communicate with other cells in the synapses, and organization of the nervous system. This study used research and development (RD) with a method developed by Thiagarajan, namely the 4D model with stages: define, design, develop and disseminate. The stages of this study are limited to the development stage. The results showed that the media was feasible with media, language, and a material expert validation of   3.5, 3.8, and 3.3, respectively.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA MODEL GUIDED DISCOVERY LEARNING MENGGUNAKAN ALAT SEDERHANA UNTUK MEREDUKSI MISKONSEPSI SISWA SMA PADA MATERI FLUIDA STATIS

2017 ◽  
Vol 5 (1) ◽  
pp. 769
Author(s):  
Alberto Yonathan Tangke Allo ◽  
Budi Jatmiko ◽  
Rudiana Agustini
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcome ◽  
Discovery Learning ◽  
Instructional Materials ◽  
School Students ◽  
Guided Discovery ◽  
Static Fluid ◽  
D Model ◽  
Senior High School Students

The purpose of this research is produce physics instructional materials based-on guided discovery model using simple equipment with criteria:  valid, practical, and effective to reduce Senior High School students’ misconceptions in static fluid. The development of instructional materials used four-D model and tested to three class are class X-2, class X-3, and class X-4 and involved 90 students at SMAN 19 Surabaya, second semester in academic year 2013/2014 with one group pretest – posttest design. The data collected include data instructional materials validation, data implementation of learning, data learning outcome, student’s activity data, student’s responses data, and data of documentations. The data analysis techniques used are: 1) quantitative descriptive analysis among others: completeness indicator, learning outcome, and reduction misconceptions. 2) analysis CRI among others: intensity misconceptions and reduction potential misconceptions. 3) analysis statistic parametric among others: normality test, homogeneity test, and paired t-test. The results of this research are: 1) the validity of instructional materials to develop is invalid category; 2) the instructional materials practicality in terms of: textbook students and exercise book students; the instructional materials in terms of a very good category; 3) the instructional material effectiveness in terms of: (a) mastery learning of classical 100%; (b) reduction misconception the same as lowering misconception, the average result of students misconceptions reduction were  class X-2 average 59,92%, class X-3 average 24,52%, class X-4 average 32,50%; and (c) the students’ responses to instructional materials are very positive. It’s conclusion that the instructional materials through guided discovery learning model using simple equipment are valid, practical, and effective so worthy to reduce Senior High School Students misconceptions in static fluid materials. Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran fisika model guided discovery learning dengan menggunakan alat sederhana yang memenuhi kriteria: valid, praktis, dan efektif sehingga layak untuk mereduksi miskonsepsi siswa SMA pada materi fluida statis. Pengembangan perangkat pembelajaran menggunakan four-D model dan diujicobakan pada tiga kelas yaitu kelas X-2, kelas X-3, dan kelas X-4 dengan jumlah siswa seluruhnya sebanyak 90 siswa di SMA Negeri 19 Surabaya semester genap tahun ajaran 2013/2014 dalam bentuk one group pretest–posttest design. Data-data yang dikumpulkan berupa data validasi perangkat pembelajaran, data keterlaksanaan pembelajaran, data hasil belajar, data aktivitas siswa, data respons siswa, dan dokumentasi. Teknik analisis data yang digunakan antara lain: 1) analisis deskriptif kualitatif meliputi: ketuntasan indikator, hasil belajar, penurunan miskonsepsi. 2) analisis CRI meliputi: intensitas miskonsepsi dan penurunan potensi miskonsepsi. 3) analisis statistik parametrik meliputi: uji normalitas, uji homogenitas, dan uji-t. Hasil penelitian menunjukkan bahwa: 1) validitas perangkat pembelajaran yang dikembangkan berkategori valid; 2) kepraktisan perangkat pembelajaran ditinjau dari: keterbacaan BAS dan LKS berkategori tinggi, keterlaksanaan pembelajaran berkategori baik; 3) keefektifan perangkat pembelajaran ditinjau dari: (a) ketuntasan klasikal semua kelas mencapai 100%; (b) reduksi miskonsepsi merujuk pada penurunan miskonsepsi yang dialami oleh rata-rata siswa kelas X-2 mencapai 59,29%, kelas X-3 mencapai 24,52%, kelas X-4 mencapai 32,50%;  dan (c) respons siswa terhadap perangkat dan pelaksanaan pembelajaran sangat positif.  Berdasarkan hasil penelitian, dapat disimpulkan bahwa perangkat pembelajaran fisika model guided discovery learning menggunakan alat sederhana yang dikembangkan telah memenuhi kriteria validitas, kepraktisan, dan keefektifan sehingga layak digunakan untuk mereduksi miskonsepsi siswa SMA pada materi fluida statis.

Sign in / Sign up

Export Citation Format

Share Document