The Effects of Discovery Learning Model Nuanced Science Literacy Towards Students’ Competence in Learning Natural Science
Abstract
Results of the observation conducted on VII grade students of SMPN 1 Kampar Timur showed that they have lack of interest in learning process, lack of cooperating in discussion, and lack of tolerance towards others. Furthermore, most of them do not pay attention to teachers’ explanation and their cognitive, affective, and psychomotor competences are still low. Therefore, one way to solve the problems above is by using discovery learning model nuanced science literacy. The purpose of the research was to know the effects of discovery learning model nuanced science literacy towards students’ cognitive, affective, and psychomotor competences.
The research was a quasi experimental research. The population of the research was VII grade students of SMPN 1 Kampar Timur year 2017/2018. Samples were obtained by using random sampling technique. As a result, class VII 3 was experimental class which was treated by using discovery learning model nuanced science literacy and VII 1 was control class which was treated by using direct instruction model nuanced science literacy. Instruments of the research were objective test and observation sheets. The techniques of data analysis used were T-test and Mann Whithney U Test.
Based on data analysis and discussion, it was concluded that students’ learning outcomes by using discovery learning model nuanced science literacy were different from students’ learning outcomes by using direct instruction model nuanced science literacy. The result showed that the average score of cognitive competence in experimental class was 84.50. Meanwhile, the average score of cognitive competence in control class was 72.86. Beside that, affective and psychomotor competences in experimental class were in “very good” category; whereas, affective and psychomotor competences in control class were in “good” category.
Keywords
Full Text:
PDFReferences
Ad Rooijakkers. 1999. Mengajar dengan Sukses Petunjuk untuk Merencanakan dan Menyampaikan Pengajaran. Jakarta: PT. Grafindo.
Almasitoh, U.H. 2012. Menciptakan Lingkungan yang positif untuk pembelajaran. Jurnal Magistra No. 79 Th. XXIV Maret 2012 87 ISSN 02159511,(Online), (http: //.unwidha.ac.id, diakses 25 September 2014).
Barell, J 2010, Excerpts from “Problem-Based Learning: The Foundation for 21st Century Skills” 21st Century Skills—Rethinking How Students Learn, viewed 12 December 2010, http://www.solution-tree.com/
Cohen, Marissa, 2008. The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students. NERA Conference Proceedings 2008. University of New York.
Dahlia. 2018. Effect of Learning Model Discovery of Competence Student Subject Biology Class VIII MTSN Rambah 2014/2015 Academic Year International of Progressive Sciences and Technologies (IJPSAT) ISSN: 2509-0119.
Eriza, Septia. 2015. Pengaruh Model Discovery Learning Berbantuan Lembar Kerja Siswa (LKS) Terhadap Pencapaian Kompetensi Belajar Biologi Siswa Kelas VIII di SMP Negeri 6 Sungai Penuh. Tesis. Padang: UNP.
Ilahi, T M. 2012. Pembela-jaran Discovery Strategy & MentalVocational Skill. Jogjakarta: DIVA Press.
In’am, Ahsanul. 2017. Learning Geometry through Discovery Learning Using a Scientific Approach. International of Instruction January, Vol.10, No.1 e-ISSN: 1308-1470. (Online)
Lie, A. 2008. Cooperative Learning. Jakarta: Gramedia Widiasarana.
Lufri. 2005. Kiat Memahami dan Melakukan Penelitian. FMIPA Biologi. UNP.
Lord, T. R. 2001. “101 Reason for Using Cooperative Learning In Biology Teaching”. The American Biology Teacher, 63(1). 31-34.
Mukherjee, Arup. 2015. Effective Use of Discovery Learning to Improve Understanding of Factors That Affect Quality. Of Education For Business. University of West Florida, Pensacola, Florida, USA.
Peraturan Pemerintah RI No. 32. 2013. Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005 Tentang Standar Nasional Pendidikan (online). Jakarta.
Roestiyah. 2008. Strategi Belajar Mengajar. Jakarta: Rineka Cipta.
Senel, Ender. 2015. The Relationship between Attitudes towards Problem-based Learning and Motivated Strategies for Learning: A Study in School of Physical Education and Sport. Anthropologist, 20(3): 446-456 (2015).
Slavin, E. R. 2009. Psikologi Pendidikan Teori dan Praktik. Jakarta: PT. Indeks.
Sudijono, Anas. 2008 Pengantar Evaluasi Pendidikan, Jakarta: Raja Grafindo Persada.
Tosun, C. & Senocak, E. 2013. The Effects Of Problembased Learning On Metacognitive Awareness And Attitudes Towards Chemistry Of Prospective Teachers With Different Academic Backgrounds. Australian Of Teacher Education, 38(3): 60-73.
Tran, Trung. 2014. Discovery Learning with the Help of the GeoGebra Dynamic Geometry Software.Vietnam. International of Learning, Teaching and Educational Research Vol. 7, No. 1 (Online).
Widiadnyana. 2014. Pengaruh Model Discovery Learning Terhadap Pemahaman Konsep IPA dan Sikap Ilmiah Siswa SMP. e- Program Pascasarjana Universitas Pendidikan Ganesha Program Studi IPA, Vol 4, Tahun 2014.
Yong. 2009. “Students’ Motivational Orientations and Their Associations With Achievement in Biology”. of Science. 1 (1), 52-64.
DOI: http://dx.doi.org/10.52155/ijpsat.v8.1.396
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Novera Arianda
This work is licensed under a Creative Commons Attribution 4.0 International License.