Application of Discovery Learning Model in Increasing Student Interest and Learning Outcomes

Abstract

This research aims to find out the application of discovery learning models in increasing students' interest and learning outcomes in harmonic vibrational materials in MAN 4 Aceh Besar. The method in this study is quasi-experimentation with the design of a pretest-posttest control group. The instruments used are questionnaires and problems. The results showed that the average N-gain of student learning interest in the experimental class was 0.79 high category and control class 0.28 low category. The results of each experimental class indicator included a very positive category while the category control class was positive. Based on the results of the analysis of both classes, it can be concluded that the average interest in student learning in the experimental class is more increased than in the control class, especially on indicators of student engagement. The average N-gain result of student learning outcomes in the experimental class obtained a score of 0.61 moderate categories, then in the control class obtained a score of 0.35 medium category. Based on the test results, the average of the two classes obtained significance scores of 0.000 < 0.05, meaning that there was a difference in the average learning outcome of students in experimental classes and control classes. This proves that the discovery learning model's application can improve students' learning outcomes higher than the discovery learning model in the control class. This study concludes that the application of discovery learning models can increase students' interest and learning outcomes in harmonic vibrational materials in MAN 4 Aceh Besar

Module Discovery Learning Biodiversity Material Based on Gunungkidul Beach to Increasing Interest and Independence in Learning of High School Students

“…The results of the non-parametric Mann Whitney test in this study were carried out twice, namely based on a questionnaire and a standard score. Table 36 also states that the products developed have an influence on increasing students' interest in learning, which is supported by Rosnidar et al (2021) that learning activities carried out using the Discovery Learning model are able to increase students' interest in learning, because the Discovery Learning model is able to encourage students to identify and search for information about the problems they want to know, thereby helping students to build the knowledge they already have. This is in line with Tohir's (2022) statement that motivation is one of the things that plays an important role in encouraging someone to do something actively, and Ali & Bhaskar (2016) Mann Withney nonparametric statistical test is a statistical test which aims to test the 0 hypothesis for both samples if they have the same median value or as an alternative statistical test if one of the observed samples tends to be larger than the other sample, In their writing, Ali & Bhaskar also state that this test is a test carried out to compare data X and Y and is a test to calculate the probability of X > Y through hypothesis 0 which states that P (X > Y) = p (X < Y) = ½ while the alternative hypothesis is p (X > Y) ≠ ½ .…”

Pengembangan E-modul Panduan Aplikasi SIFOR TERPADU untuk Pengelolaan Keuangan BKM Sejahtera Mandiri

“…Perkembangan ilmu pengetahuan berbasis digital dan teknologi mengajak pendidik untuk merancang inovatif bahan ajar untuk mendukung pembelajaran yang berpusat pada peserta didik (Manurung, H. M., & Manurung, S., 2023). Modul sebagai media sekaligus bahan ajar dapat dibuat lebih mudah dengan bantuan teknologi yang ada (Taufan dkk., 2023).…”

The Impact of Interest in Learning on the Use of Time to Study Physics Online

“…the ability to read and write expository (Hidi and Anderson, 1992). On the other hand, interest in learning can also be increased by using various forms of models, methods or techniques, including using interactive multimedia (Primamukti andFarozin, 2018), using comics (Aini et al, 2017), using an inquiry learning model (Sormin et al, 2019), using Blog-based visual learning media (Mutia et al, 2020), using Handbooks on the concept of reaction rate (Handayani et al, 2021), using internet media (Nuraisyah et al, 2021), using an inquiry learning model (Rosnidar et al, 2021), using Smartphones (Suwa et al, 2020), using PBL (Maidan et al, 2020), and audio-visual-assisted discovery learning models (Afrrannisah et al, 2021).…”