Penerapan Pembelajaran Daring Model Discovery Learning untuk Meningkatkan Hasil Belajar IPS di Sekolah Dasar

Lestari, Dwi Eny; Koeswanti, Henny Dewi; Sadono, Tri

doi:10.31004/basicedu.v5i2.841

Cited by 4 publications

(4 citation statements)

References 2 publications

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“…This type of strategy stimulated the students to be active in a class by encouraging the students to find the answer and make conclusion. This is in accordance with what stated by Lestari and Endang (2020) Discovery learning is a technique of learning that encourages students to be more active in asking questions and finding to conclusions (Lestari and Endang, 2020). The teachers in SMK Muhammadiyah 1 Palu have followed all the steps of applying discovery based learning, In implementing this strategy, the teachers only function as the facilitator and the students are more dominant in learning and teaching process.…”

Section: Strategies Used By the Teachers To Promote Active English Le...supporting

confidence: 77%

Teachers’ Strategies and Challenges to Promote Students’ Active English Learning in SMK Muhammadiyah 1 Palu

Chairiyah,

Usman,

Kamaruddin

2024

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Student engagement has an important aspect in achieving excellent learning outcomes for learners and further improving their abilities. So teachers must have strategies to encourage student involvement. The aim of this research was to investigate the strategies the teachers use in activating students active learning in teaching and learning process and the challenges the teachers face in promoting students active learning. The researcher used qualitative research. The place of the research was in SMKS Muhammdiyah 1 Palu that located in Letjend Seoprapto. The Subject of the research were all English teachers at SMK Muhammadiyah 1 Palu that consist of four teachers. The data collection techniques that wil be used are: In depth Interview, Observation, and Documentation. The data will be analyzed in 3 steps, are Data reduction, data display, and conclusion. After conducting a research in SMK Muhammadiyah 1 Palu, it is found that in stimulating students’ active English learning, the teachers use six strategies; Questionning & discussion, visual based instruction, rolep lay, game, project based learning, and discovery based learning.From those six strategies the teachers used in the previous explanation, there are four strategies that are used dominantly; questioning & discussion, visual based instruction, project based learning, and discovery based learning.researcher proposes that future researchers interested in the same issue might do in-depth research on teacher ways to encourage students' active learning in English. For instance, the specific strategy that can stimulate the specific skill.

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Section: Strategies Used By the Teachers To Promote Active English Le...supporting

confidence: 77%

Teachers’ Strategies and Challenges to Promote Students’ Active English Learning in SMK Muhammadiyah 1 Palu

Chairiyah,

Usman,

Kamaruddin

2024

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“…Previous researchers added that the discovery learning model can increase students' participation in the learning process, as indicated by the presence of competition among students, active engagement with the material, collaboration among students in the learning process (Lestari et al, 2021), and interactions between teachers and students (Sulfemi Bagja, 2019). Students' involvement in the learning process helps them better understand the presented material, thus improving their learning outcomes (Susilo, 2020).…”

Section: Table 3 Paired Sampe T-testmentioning

confidence: 99%

The Influence of Discovery Learning Model on Students' Learning Outcomes in Social Studies

Restu Bumi,

Buwono,

Karolina

et al. 2023

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This research aimed to determine the influence of the discovery learning teaching model on the learning outcomes of seventh-grade students in the subject of Social Studies. The study employed a quantitative approach with a quasi-experimental design, involving both a control group (lecture-based teaching model) and an experimental group (discovery learning model). The research yielded results that indicated no significant influence of the lecture-based learning model on learning outcomes, as evidenced by the paired sample t-test with a two-tailed significance value of 8.728, which is higher than 0.05. Furthermore, the study demonstrated a significant influence of the discovery learning teaching model on students' learning outcomes, as confirmed by the Wilcoxon test, which showed a two-tailed significance value of 0.016, lower than 0.05. This research finding also indicated a significant impact of the discovery Learning teaching model on learning outcomes, with an effect size of 0.977, categorizing it as a medium effect

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“…Hasil belajar yang baik adalah salah satu aspek penting dari tujuan pembelajaran di kelas (Lestari et al, 2021). Hasil belajar menjadi penting karena merupakan tolak ukur seseorang dalam belajar.…”

Section: Pendahuluanunclassified

Model Discovery Learning Guna Meningkatkan Hasil Belajar Gaya dan Energi pada Pembelajaran Sains Tematik di Sekolah Dasar

Pebrian

Fitria

2022

basicedu

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Rendahnya hasil belajar peserta didik sekolah dasar berdampak buruk pada kualitas pembelajaran. Karenanya perlu sebuah model pembelajaran guna meningkatakan hasil belajar pada diri peserta didik yaitu menggunakan model pembelajaran yang efektif. Penelitian ini bertujuan untuk meningkatkan hasil belajar gaya dan energi peserta didik di kelas IV sekolah dasar. Penelitian ini termasuk jenis penelitian tindakan kelas. Prosedur model discovery learning ini terdiri dari enam tahap yaitu stimulation, problem statement, data collection,data processing, dan generalization. Penelitian ini dilakukan pada peserta didik yang berjumlah 25 orang. Hasil dari penelitian diperoleh siklus I pada RPP memperoleh nilai rata-rata 80,12 dengan kualifikasi Baik, meningkat pada siklus II menjadi 92,85 dengan kualifikasi Sangat baik. Pelaksanaan siklus I pada aktivitas guru memperoleh nilai rata-rata 82,81 dengan kualifikasi Baik, meningkat pada siklus II menjadi 96,87 dengan kualifikasi Sangat Baik. Pelaksanaan siklus I pada aktivitas peserta didik memperoleh nilai rata-rata 82,81 dengan kualifikasi Baik meningkat pada siklus II menjadi 96,87 dengan kualifikasi Sangat Baik. Sedangkan hasil belajar peserta didik siklus I dengan nilai akhir 78,05 meningkat pada siklus II dengan perolehan 93,32. Dengan demikian model discovery learning terbukti mampu meningkatkan hasil belajar gaya dan energi pada pembelajaran sains tematik di kelas IV sekolah dasar.

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Penerapan Pembelajaran Daring Model Discovery Learning untuk Meningkatkan Hasil Belajar IPS di Sekolah Dasar

Cited by 4 publications

References 2 publications

Teachers’ Strategies and Challenges to Promote Students’ Active English Learning in SMK Muhammadiyah 1 Palu

Teachers’ Strategies and Challenges to Promote Students’ Active English Learning in SMK Muhammadiyah 1 Palu

The Influence of Discovery Learning Model on Students' Learning Outcomes in Social Studies

Model Discovery Learning Guna Meningkatkan Hasil Belajar Gaya dan Energi pada Pembelajaran Sains Tematik di Sekolah Dasar

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