The Instruction Theory of Jerome Bruner

2021 ◽  
pp. 94-111
Keyword(s):  
Discovery Learning ◽  
Guided Discovery ◽  
Content Areas ◽  
Learning And Teaching ◽  
Advantages And Disadvantages ◽  
Jerome Bruner ◽  
Instruction Theory ◽  
Education And Development ◽  
Different Content ◽  
Culture Education

In the movement of ideas and proposals on education, Jerome Bruner stands out and can be considered as one of the key figures in the field of educational psychology. In this chapter, focusing mainly on education, learning, and teaching, the author summarizes Jerome Bruner's proposals, Jerome Bruner's perspective on culture, education and development, and in particular, the main constructs and implications of his theory of cognitive development and his instruction theory. Particular emphasis is given to guided discovery learning, presenting its advantages and disadvantages, as well as a discussion of the main conclusions of the investigations on its use. Finally, examples of the richness of guided discovery learning and the application of Bruner's ideas in different content areas are presented.

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 LDA method in psychological assessment of text comprehension

2021 ◽  
Author(s):  
С.А. Свердлов
Keyword(s):  
Psychological Assessment ◽  
Text Comprehension ◽  
Advantages And Disadvantages ◽  
Text Understanding ◽  
Modern Psychology ◽  
Wide Range ◽  
Psychology Pedagogy ◽  
The Moment ◽  
Comparison Of The Results ◽  
Different Content

Проблема понимания текстов и способов его оценки является одной из фундаментальных для современной психологии, педагогики, лингвистики. На настоящий момент имеется большое количество попыток выработки метода оценки понимания текстов, который бы отражал объективную картину интериоризации материала текста читателем, и вместе с тем подходил бы для стандартизации и применения на широком диапазоне текстов различного содержания и структуры, по возможности с минимальными затратами ресурсов оценщика и самого читателя. В настоящей статье раскрываются современные подходы к оценке понимания текстов, их преимущества и недостатки, и формулируется новый перспективный метод оценки понимания текстов, использующий в своём основании модель Латентного размещения Дирихле. Данный метод затем проходит исследование валидности через сравнение результатов его применения и наиболее часто используемых современных методов оценки понимания текстов, делается вывод о его применимости в реальных условиях и перспективах использования в спектре прикладных задач. The problem of understanding texts and methods of assessing it is one of the fundamental for modern psychology, pedagogy, linguistics. At the moment, there are a large number of attempts to develop a method for assessing the understanding of texts, which would reflect an objective picture of the internalization of the material of the text by the reader, and at the same time would be suitable for standardization and application on a wide range of texts of different content and structure, if possible with minimal expenditure of resources of the evaluator and the reader himself. This article reveals modern approaches to assessing text understanding, their advantages and disadvantages, and formulates a new promising method for assessing text understanding, based on the Dirichlet Latent Placement model. This method then goes through a validity study through a comparison of the results of its application and the most commonly used modern methods for assessing text understanding, a conclusion is made about its applicability in real conditions and the prospects for use in a range of applied problems.

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.

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