Studi Perbandingan Model Pembelajaran Learning Cycle 5e Dan Guided Discovery Learning Menggunakan Media Video Pembelajaran Terhadap Hasil Belajar Kimia Siswa

Abstract

This study aims to see the differences in student chemistry learning outcomes who apply the Learning Cycle 5E learning model with Guided Discovery Learning using learning video media on ion balance material in salt solution in class XI MIA SMAN 08 Bengkulu City. The research was conducted in February -July 2019 for the 2018/2019 academic year. This type of research is quasi-experimental research. The population of this study were all students of class XI MIA, totaling 136 students. Sampling was carried out after testing for normality and homogeneity. After testing for normality and homogeneity, the sample was determined using a random sampling technique of two classes. Experimental class 1, namely class XI MIA 3, with 34 students applying the Learning Cycle 5E learning model, while experimental class 2, namely class XI MIA 4, amounting to 35 students applying the Guided Discovery Learning learning model. Data on student learning outcomes were obtained from pre-test and post-test scores.test and data were processed using normality test, homogeneity test and hypothesis testing with a significant level of 0.05. In general, the results of the research show that the two learning models applied can improve student learning outcomes and have reached the standard KKM score of 75. Classes that apply the Learning Cycle 5E learning model get higher learning outcomes than classes that apply the Guided Discovery Learning learning model. The average post-test scores for experimental class 1 and experiment 2 are 82.35 and 77.14, which means that the post-test scores have reached the standard KKM scores, then the difference between the average pre-test and post-test scores for the experimental class 1 and Experiment 2 are 57.06 and 52.57. Based on the difference in the average value of the pre-test and post-test experimental class 1 is higher than the experimental class 2. Hypothesis testing is obtained a significance value of > 0.05, which is 0.214. The results of the hypothesis test concluded that there was no significant difference between the class that applied the Learning Cycle 5E learning model and the class that applied the Guided Discovery Learning learning model using instructional video media.

Pengaruh Model Learning Cycle Berorientasi Collaborative Learning Berbantuan E-Modul Laju Reaksi terhadap Kemampuan Pemecahan Masalah Siswa

“…Salah satu alasan utama perbedaan peningkatan ini adalah bahwa fase eksplorasi termasuk dalam model siklus belajar dan bukan pada pembelajaran tradisional (Armys & Derlina, 2021). Siswa yang menggunakan model pembelajaran learning cycle memiliki rata-rata nilai post-test sebesar 82,35 untuk hasil belajar kimianya yang termasuk dalam kategori baik karena telah mencapai batas KKM 75 (Kartini et al, 2021).…”

“…Berdasarkan data hasil belajar tersebut dapat diartikan nilai rata-rata posttest siswa sebesar 80,556 lebih besar dibandingkan dengan nilai KKM sebesar 75. Sejalan dengan penelitian oleh Kartini (Kartini et al, 2021) hasil belajar kimia siswa menggunakan model pembelajaran Learning Cycle didapat nilai rata-rata posttest 82,35 dengan kategori baik karena sudah mencapai batas KKM yaitu 75.…”

Pengembangan Media Pembelajaran Kimia Berbasis Guided Discovery Pada Materi Larutan Penyangga

“…Pengembangan media pembelajaran kimia ini juga digunakan model pembelajaran guided discovery yang merupakan salah satu model pembelajaran yang melibatkan peserta didik secara aktif dalam proses pembelajaran melalui langkahlangkah pembelajaran yang dapat merangsang peserta didik untuk mencari dan menemukan sesuatu secara sistematis berdasarkan arahan yang diberikan oleh guru [6].…”

Pentingnya Meningkatkan Hasil Belajar Siswa melalui Video Pembelajaran Berbasis Discovery Learning

“…Temuan penelitian sebelumnya juga menyatakan bahwa penggunaan video pembelajaran berbasis discovery learning dapat meningkatkan hasil belajar siswa (Rahmayani, 2019;Suci Lestari & Sujana, 2021). Selain itu temuan penelitian yang sebelumnya juga menyatakan bahwa video pembelajaran berbasis discovery learning dapat meningkatkan minat belajar serta prestasi belajar siswa (Kartini et al, 2021;Lieung, 2019).…”