scholarly journals PENGARUH METODE DISCOVERY LEARNING DAN METODE PROBLEM SOLVING TERHADAP KEMAMPUAN BERPIKIR KRITIS

2020 ◽  
Vol 6 (2) ◽  
pp. 19-31
Author(s):  
Lutfi Rohmawati
Keyword(s):  
Problem Solving ◽  
Discovery Learning

Penelitian ini bertujuan untuk mengetahui adanya perbedaan peningkatan kemampuan berpikir kritis siswa sebelum dan setelah proses pembelajaran pada mata pelajaran ekonomi dengan mengunakan metode Discovery Learning dan metode  Problem Solving. Metode yang digunakan dalam penelitian ini yaitu metode penelitian eksperimen. Penelitian ini berlokasi di SMA Negeri Patokbesi dengan subjek dalam penelitian ini terdiri dari dua kelas yaitu kelas XI IPS 1 yang menggunakan metode Discovery Learning  dan kelas XI IPS 2 yang menggunakan metode Problem Solving. Pengumpulan data dilakukan dengan menggunakan tes pilihan ganda, dan pengolahan data dilakukan dengan melakukan uji normalitas, homogenitas dan N-gain dengan uji-t untuk menguji hipotesis. Hasil penelitian menunjuukan bahwa terdapat peningkatan kemampuan berpikir kritis siswa sebelum dan setelah proses pembelajaran, serta hasil penelitian ini menunjukkan bahwa Metode Discovery Learning  lebih efektif dibandingkan metode Problem Solving  dalam meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran ekonomi.

Applied Informal Problem-Solving through Self-Discovery Online

2012 ◽  
pp. 151-167
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Problem Solving ◽  
World Wide ◽  
Ad Hoc ◽  
Information Access ◽  
Discovery Learning ◽  
Crowd Sourcing ◽  
Online Resource ◽  
Wide Range ◽  
Self Discovery ◽  
Problem Solving Process

People often refer to the World Wide Web (WWW) and the Internet to conduct ad hoc and informal problem-solving. Their success in their endeavors has depended on a wide range of information access and crowd-sourcing; deeper analysis of problems; and growing self-efficacy through acclimating into certain problem-solving groups (with attendant new identities) and the “takeaway” learning by abstracting the problem-solving process. This chapter suggests that a greater awareness of site and online resource designers about the steps of problem-solving may enhance the building of self-discovery learning affordances for every phase of the informal problem-solving process.

Discovery Learning and Transfer of Problem-Solving Skills

1990 ◽  
Vol 7 (2) ◽  
pp. 129-159 ◽  
Author(s):  
Mark A. McDaniel ◽  
Mark S. Schlager
Keyword(s):  
Problem Solving ◽  
Discovery Learning ◽  
Problem Solving Skills

A Computer-Aided Instructional Environment

1987 ◽  
Vol 15 (3) ◽  
pp. 281-301 ◽  
Author(s):  
Peter B. Henderson
Keyword(s):  
Problem Solving ◽  
Learning By Doing ◽  
Discovery Learning ◽  
Algorithmic Problem ◽  
Instructional Environment ◽  
Modular Software ◽  
Introductory Computer Science ◽  
Instructional Activities ◽  
Wide Range ◽  
Computer Aided

A computer-aided instructional environment which is based primarily upon the direct manipulation paradigm to promote learning by doing, or discovery learning is described. This environment has been implemented and used in an introductory computer science course to teach algorithmic problem-solving. It has been developed as a modular software system which is easily adapted for a wide range of instructional activities and student populations. It provides a simple, adaptable, and conceptually uniform approach to the development of a class of practical CAI systems. Several important characteristics of this computer-aided instructional environment include guiding students toward understanding a concept without being too obtrusive, introducing example tasks and subtasks so students can discover concepts on their own by generalizing from examples, providing meaningful graphical and/or verbal feedback to students, recognizing and gently correcting misconceptions, and knowing when to terminate a tutoring session.

scholarly journals The Effect of STEM-PjBL and Discovery Learning on Improving Students' Problem-Solving Skills of Impulse and Momentum Topic

2020 ◽  
Vol 9 (4) ◽  
pp. 465-476
Author(s):  
E. Purwaningsih ◽  
S. P. Sari ◽  
A. M. Sari ◽  
A. Suryadi
Keyword(s):  
Problem Solving ◽  
Project Based Learning ◽  
Discovery Learning ◽  
Control Group ◽  
Control Group Design ◽  
Problem Solving Skills ◽  
Comparison Class ◽  
Significant Difference ◽  
Before And After ◽  
And Mathematics

This study aims to investigate the effect of Science, Technology, Engineering, and Mathematics-Project Based Learning (STEM-PjBL) and discovery learning on students' problem-solving abilities. The research is a Quasi-Experiment with a Nonequivalent Pretest-Posttest Control Group Design. The participants involved are 53 students of class X from a high school in Malang, where 28 students studied with STEM-PjBL, and 25 students studied with discovery learning. This research was conducted on the subject of impulse and momentum. In this analysis, researchers have developed problem-solving tools with a particular field approach to impulse and momentum topics in order to obtain an instrument with a reliability of  0.81. This instrument collects student problem-solving data before and after learning both in the experimental class and in the comparison class. Problem-solving skills data were analyzed using descriptive statistics and inferential statistics. The results showed a significant difference in the scores of students' problem-solving abilities in the experimental class and the comparison class (p<0.05). The problem-solving ability in the experimental class (Md=78.74) was higher than the comparison class (Md=70.00). In STEM-PjBL learning, students are better trained and challenged to solve problems in everyday life. Compared to the comparison class, learning in the experimental class is more able to accommodate students' ideas and make students more interested in learning. In conclusion, STEM-PjBL has a significant positive effect on improving students' problem-solving abilities rather than discovery learning.

scholarly journals PERBANDINGAN HASIL BELAJAR DISCOVERY LEARNING BERBASIS PROBLEM SOLVING DAN GROUP INVESTIGATION BERBASIS PROBLEM SOLVING PADA PEMBELAJARAN METODE NUMERIK

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Ira Vahlia ◽  
Rina Agustina
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Problem ◽  
Analysis Techniques ◽  
Average Value ◽  
Learning Group ◽  
Model Based ◽  
Value Of Learning

Discovery learning is a learning that involves students in the process of mental activity through a brainstorm, to discuss, and try it yourself, so that children can learn to be independent. Resulting in the discovery-based learning problem solving is to let children discover things on their own and group investigation that emphasizes problem solving based on a debriefing activities and student participation. The classes drawn into the sample, the class as a class given control based discovery learning and problem solving one class another group investigation given learning-based problem solving. Data analysis techniques in this study using Ttes. From the results of this study concluded that: (a) In the first experiment class that implements learning model-based problem solving group investigation obtained average value of learning outcomes at 73.10 while the experimental class II implementing discovery-based learning problem solving obtained average value postest average of 66.55. (b) There are significant differences between the results of student learning in the class that implements the discovery-based learning and problem solving class that implements the learning model based problem solving group investigation. Student results in learning problem solving based group investigation better on the class that implements the model-based discovery learning problem solving. Keywords: discovery learning, group investigation, learning numerical methods,  problem solving

scholarly journals Development of Learning Tools with the Application of Learning Inventions to Improve Mathematical Problem Solving Ability Social Arithmetic Material

2020 ◽  
Vol 4 (1) ◽  
pp. 44
Author(s):  
Fadriati Ningsih ◽  
Atma Murni ◽  
Yenita Roza
Keyword(s):  
Problem Solving ◽  
Junior High School ◽  
Mathematical Problem ◽  
Field Trials ◽  
Discovery Learning ◽  
Mathematical Problem Solving ◽  
Dissemination And Implementation ◽  
Learning Tools ◽  
Test Results ◽  
Product Test

The results of the preliminary study indicate that the learning tools used by the teacher do not meet the 2013 curriculum rules. This study aims to produce learning tools with the application of discovery learning to improve Mathematical Problem Solving Ability (KPMM) on social arithmetic materials for grade VII junior high school. This study used the Borg and Gall development model with stages: (1) research and data collection; (2) planning; (3) development of learning tools; (4) limited trials; (5) product revisions; (6) field trials; (7) product revisions; (8) final product test; (9) revision of the final product; and (10) dissemination and implementation. The validation results showed that it was very valid with consecutive average percentages for KPMM problems that were 94.64%, syllabus was 90.10%, RPP was 93.14%, and LKPD was 92.60%. In the final product test phase, learning tools were used through pre-experimental research to see the increase in KPMM. The final product test results indicated that there was an increase in KPMM of students using learning tools. This means that the learning tool with the application of discovery learning in social arithmetic material in class VII SMP has been valid, practical, and effective.

Sign in / Sign up

Export Citation Format

Share Document