Keefektifan Model Pembelajaran Discovery Learning Terhadap Hasil Belajar Peserta Didik Kelas X MAN Bantaeng

The aim of this research is to determine the improvement and differences in students' scientific literacy abilities taught using the Problem Based Learning and the Discovery Learning model assisted by animated video media on chemical equilibrium material. The sampling technique was carried out using purposive sampling, resulting in class XI IPA 5, totaling 34 students, as experimental class I and XI IPA 6, totaling 36 students, as experimental class II. In learning, the test instrument uses cognitive levels C4 to C6. The results of students' scientific literacy abilities taught using the Problem Based Learning model have increased with an average value from 47.05 to 82.94, as well as the results of students' scientific literacy abilities taught using the Discovery Learning model, namely with an average value of 44.17 to 79.94. Through hypothesis testing using the Independent Sample T-Test with the prerequisites of normality and homogeneity, a Sig (2-Tailed) value of 0.024 was obtained, so it can be concluded that Ha is accepted. The results of this research show that there are differences in the scientific literacy abilities of students taught using the Problem Based Learning and the Discovery Learning model assisted by animated video media on chemical equilibrium material.

Section: Discovery Learningmentioning

confidence: 99%

Analysis of Students' Scientific Literacy Abilities with Application Problem Based Learning and Discovery Learning Models

Sinuraya,

Susanti,

Panggabean

et al. 2024

“…Students are directed to become accustomed to being scientists, playing an active role and even becoming actors who create knowledge. The principle of the Discovery Learning Model is that students are asked to identify things they want to know and then search for information themselves to form an understanding as an output (Yunsyahana et al, 2022). Discovery learning is a framework for creating active learning techniques through introspective selfreflection and exploration, ensuring that the outcomes are retained in memory (Agustina et al, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Analysis of Students' Learning Outcomes and Scientific Literacy Activities Using Guided Inquiry and Discovery Learning Models

Purba,

Syahputra,

Purba

et al. 2024

This research aims to find out whether the Guided Inquiry learning model is better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material. The research method used is quasi experimental. The sample from this research consisted of two classes, namely experimental class I which was taught using the guided inquiry learning model, totaling 29 students and experimental class II, which was taught using the Discovery Learning model, totaling 27 students. The results of data analysis show that the average learning outcomes of students using Guided Inquiry (80.69) are higher than the average learning outcomes of students taught using the Discovery Learning model (74.63) and the average scientific literacy activities of students using Guided Inquiry (79.15 ) higher than the average using the Discovery Learning model (73.72). Hypothesis results using the right-hand t-test and α = 0.05 obtained tcount > ttable (2.34 > 1.675) for students' scientific literacy activities and tcount > ttable (2.49 > 1.675) for student learning outcomes so that in this study the null hypothesis (Ho) is rejected and the alternative hypothesis (H₂) is accepted. Thus, it was found that the Guided Inquiry learning model was better than Discovery Learning in improving scientific literacy activities and student learning outcomes on reaction rate material.

“…Seseorang yang memiliki kemampuan literasi sains, mampu menggunakan konsep sains, mempunyai keterampilan proses sains untuk menilai dalam membuat suatu keputusan saat berhubungan dengan orang lain, masyarakat dan lingkungannya. Peserta didik diarahkan untuk terbiasa menjadi saintis, berperan aktif bahkan menjadi pelaku dari pencipta ilmu pengetahuan (Yunsyahana, Auliah, & Djangi, 2022). Perkembangannya tidak hanya dilihat oleh adanya kumpulan fakta, tetapi juga oleh adanya metode ilmiah dan sikap ilmiah (Ariana, Situmorang & Krave, 2020).…”

Section: Pendahuluanunclassified

Pengembangan Modul Berbasis Discovery Learning Terintegrasi Literasi Sains pada Materi Laju Reaksi

Ginting

Syahputra

Purba

et al. 2022

Module is structured to provide teaching materials that are in accordance with curriculum set by considering needs of students in the learning process. This research is a type of Research and Development (R&D) research that aims to develop a discovery learning module on the reaction rate material. This research refers to the steps of Borg and Gall which are limited to five stages. First stage begins with data and information collection, discovery learning-based module development planning, initial product development, initial field trials, and revision of test results. Modules have been developed will be validated by media expert validators and material experts, each by three chemistry lecturers at the Unimed campus. Then the module was tested by looking the responses for 3 chemistry teachers and class XI students of SMA N 1 BangunPurba. The results showed that the discovery learning module on the reaction rate material was declared feasible after being validated by obtaining an average percentage of media experts 83.2%, average material experts 85.4%. And the module is declared interesting after obtaining a percentage with an average teacher response of 94.6% and student responses getting an average of 82%.Modul disusun untuk menyediakan bahan ajar yang sesuai dengan kurikulum yang ditetapkan dengan mempertimbangkan kebutuhan siswa dalam proses pembelajaran. Penelitian ini merupakan jenis penelitian Research and Development (R&D) yang bertujuan untuk mengembangkan modul berbasis discovery learning yang mengintegrasikan literasi sains pada materi laju reaksi. Penelitian ini mengacu pada langkah - langkah Borg and Gall yang dibatasi pada lima tahap. Tahap pertama dimulai dengan pengumpulan data dan informasi, perencanaan pengembangan modul berbasis discovery learning, pengembangan produk awal, uji coba lapangan awal, dan revisi hasil tes. Modul yang telah dikembangkan akan divalidasi oleh validator ahli media dan ahli materi, masing - masing oleh tiga orang dosen kimia Universitas Negeri Medan. Kemudian modul diuji dengan melihat respon menggunakan angket terhadap modul yang dikembangkan untuk 3 orang guru kimia dan siswa kelas XI SMA N 1 Bangun Purba yang berjumlah 36 siswa. Hasil penelitian menunjukkan bahwa pembelajaran discovery learning berbasis modul literasi sains terpadu pada materi laju reaksi dinyatakan layak setelah divalidasi dengan memperoleh persentase rata - rata ahli media 83,2 %, rata - rata ahli materi 85,4 %. Dan modul dinyatakan menarik setelah mendapatkan persentase dengan rata - rata respon guru 94,6 % dan respon siswa mendapatkan rata - rata 82 %.