Inovasi Bahan Ajar Dinamika Gerak dengan Modul Pembelajaran Berbasis Discovery Learning

Fatihah, Siti Halimatul; Mulyaningsih, Neng Nenden; Astuti, Irnin Agustina Dwi

doi:10.29303/jpft.v6i2.2064

Cited by 9 publications

(8 citation statements)

References 7 publications

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“…This theme is the standpoint of the development and evaluation of the discovery-based module in Chemistry that emerged from the transcript. This exemplifies the discovery learning approach, which allows students to take control of their learning through hands-on exploration, and inquiry rather than memorizing (Drexel University, 2000), but students must discover for themselves (Fatihah et al, 2020). Further, student-users believe that this approach allows them to learn new concepts in the discovery-based modules in chemistry by performing the learning activities found in the modules.…”

Section: Discovery-basedmentioning

confidence: 98%

Development and Validation of Discovery-Based Modules in Teaching Chemistry

Medina¹,

Baraquia²

2023

PGSRT

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This study is focused on developing and validating the discovery-based modules in chemistry. This exploration was initiated in response to the criminology student's least-learned concepts in the general (organic) chemistry course. A descriptive–developmental approach was utilized and guided by the Analysis-Design-Development-Implementation-Evaluation (ADDIE) model in the development and validation of the discovery-based modules. In the study, two discovery-based modules were developed. Each module had the following parts: a pre-test, an overview, safety precautions, preparation, a review, the activity itself, a discussion after the activity, a post-activity test, an application, and a reference. Five (5) chemistry teacher experts and five (5) criminology student-users evaluated the aspects of the discovery-based modules using the validation and evaluation forms of the study. The researcher interviewed the criminology student-users using the validated interview guide questions to determine their feedback using the modules. Findings revealed that both chemistry teacher experts and criminology student-users rated the two developed discovery-based modules as excellent and strongly agreed on all pertaining aspects of the modules, in terms of objectives, content, format and language, presentation, and usefulness. The feedback of the student-users revealed interactive, well-designed, discovery-based, and outcome-based themes perceived as the characteristics of the developed chemistry modules. Therefore, it was concluded that the developed discovery-based modules in chemistry are valid, acceptable, and could be used as supplementary material for criminology students and further recommended for possible replication to cover the other least-learned chemistry concepts.

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Section: Discovery-basedmentioning

confidence: 98%

Development and Validation of Discovery-Based Modules in Teaching Chemistry

Medina¹,

Baraquia²

2023

PGSRT

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“…The discovery learning model directs students to be scientific and plays an active role in finding concepts that they have not previously discovered independently [1]. Thus, learning becomes more meaningful.…”

Section: Introductionmentioning

confidence: 99%

E-module With Discovery Learning Model Based on Educational Games

Utaminingsih

Fathurrahman

Zuliyanti

2022

KSS

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This study aimed to develop an e-module using a discovery learning model based on educational games, test the effectiveness of using e-modules in improving student learning outcomes, and determine student responses to the developed e-module. A 4D model was used, which had four stages: defining, designing, developing, and disseminating. Observations and interviews were used to collect the qualitative and quantitative data. Expert judgment determined that the developed e-module passed the validity test, with an average validation score of 3.43, which was categorized as very good. The average peer assessment score was 3.52, which was also categorized as very good. The findings showed that e-modules based on educational games can be effective in learning. The mean pretest value was 50.663 and the mean posttest value was 71.90, which indicated that student learning outcomes improved significantly. As a result, it can be concluded that the educational games-based discovery learning e-module can be effectively used in learning. Keywords: e-module discovery learning, educational games

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“…The discovery learning model can be interpreted as active learning that is able to present problems related to everyday life as an alternative to the learning process for students (Syam, 2021). In general, the stages in the application of this discovery learning model have six syntaxes, namely: stimulation, problem statement (problem identification), data collection (data compilation), data processing (data converting), verification (proof), and draw conclusions (Fatihah et al, 2020). The discovery learning model has been generally used for group trials accomplished to test the ability of democratic character values from several other character values.…”

Section: Introductionmentioning

confidence: 99%

The Application of Discovery Learning Model to Improve the Character of Democracy and Learning Outcomes For Elementary Students

Elvirawati

Rezania

2022

AIJP

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This study's overarching goal is to ascertain whether or not the discovery learning paradigm may improve democratic traits and academic performance. In this study, action research was conducted in the classroom over the course of two cycles. Rural primary schools in Sidoarjo were the focus of this study. Data on learning outcomes were collected using a questionnaire, and data on democratic character value was collected by a test of learning outcomes administered at the end of each cycle. This study made use of descriptive statistics for its analysis of data. Class IV students' learning outcomes and their appreciation for democratic principles both improve with the implementation of this discovery learning paradigm. The calculated mean shows the answer. Over and above the researcher-determined KKM of 75.0, students' democratic character is typically valued at 57.0 after the first cycle, 63.23 after the second, and 77.14 after the third. In addition, the researcher finds that the average value of student learning outcomes rises from 78.0 in the first cycle to 80.47 in the second cycle to 89.04 in the third cycle, all while remaining above the KKM, which is 85.0. The quality of democracy and educational outcomes for students can both benefit from the use of the discovery learning approach.

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Inovasi Bahan Ajar Dinamika Gerak dengan Modul Pembelajaran Berbasis Discovery Learning

Cited by 9 publications

References 7 publications

Development and Validation of Discovery-Based Modules in Teaching Chemistry

Development and Validation of Discovery-Based Modules in Teaching Chemistry

E-module With Discovery Learning Model Based on Educational Games

The Application of Discovery Learning Model to Improve the Character of Democracy and Learning Outcomes For Elementary Students

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