The Effectiveness Periodity of Elements on Guided Discovery Learning For Students Learning Outcomes
Abstract
Based on result of interviews and observations conducted at SMAN 5 Padang, it was obtained that 86,3% of the material used in the periodity of elements was not able to direct students to find the own concepts. This study aims to analyze the effectiveness of the element periodity module based on guided discovery learning on student learning outcomes. This research design uses a one-group pretest posttest design with a pre-experimental design type. The population consisted of grade X students of SMAN 5 Padang in the 2021/2022 school year and samples were taken using purposive sampling techniques. The instrument used in research in the form of multiple choice tests that has validity, reliability, differentiation, and index difficulty with good criteria. The effectiveness of module based guided discovery learning were analyzed by the n-gain tests. Based on data analysis the n-gain value is 0,87. The data analysis concluded that the module of periodity elements based guided discovery learning are improving student learning outcomes on high criteria so that these module are effectively used to improve student learning outcomes.
Keywords
Full Text:
PDFReferences
Abdisa, G., & Getinet, T. (2012). The effect of guided discovery on students ’ Physics achievement. 6(4).
Depdiknas. (2008). Panduan Pengembangan Bahan Ajar. Jakarta: Departemen Pendidikan Nasional.
Gazali, F., & Yusmaita, E. (2018). Analisis Prior Knowledge Konsep Asam Basa Siswa Kelas XI SMA untuk Merancang Modul Kimia Berbasis REACT Staf Pengajar Jurusan Kimia , FMIPA Universitas Negeri Padang. 2(November).
Maulidar, N., Yusrizal, & Halim, A. (2016). PENGARUH PENEREPAN MODEL PEMBELAJARAN GUIDED DISCOVERY TERHADAP KEMAMPUAN PEMAHAMAN KONSEP DAN. 04(02), 69–75.
Murdiati, V., & Yerimadesi. (2019). Pengembangan Modul Sifat Keperiodikan Unsur Berbasis Guided Discovery Learning Untuk Kelas X SMA. 1(2), 155–163.
Permendikbud. (2016). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 22 Tahun 2016 tentang Standar Proses Pendidikan Dasar dan Menengah. Journal of Chemical Information and Modeling.
Perwitasari, N., & Djukri, D. (2018). Developing Thematic-Integrated Module Based on Guided Discovery to Improve Critical Thinking and Student Science Attitude. 6(1), 44–55.
Radyuli, P., Sefriani, R., & Qomariah, N. (2019). EDUKATIF : JURNAL ILMU PENDIDIKAN. 2(1), 56–63.
Rauuf, M. F. (2021). Practicality and Effectiveness of Salt Hydrolysis Module Bases. 215–221.
Said, E. Y. F., & Yerimadesi. (2020). Efektivitas Modul Kesetimbangan Kimia Berbasis Guided Discovery Learning Terhadap Hasil Belajar Peserta Didik Kelas Xi. Edukimia, 3(1), 4–8.
Sugiyono. (2013). Metode Penelitian Kuantitatif Kualitatif dan R & D. https://doi.org/10.3732/ajb.91.5.760
Sulistyowati, N., Widodo, A. T., & Sumarni, W. (2012). Efektivitas Model Pembelajaran Guided Discovery Learning Terhadap Kemampuan Pemecahan Masalah Kimia. Chemistry in Education, 1(2).
Wena, M. (2012). Strategi Pembelajaran Inovatif Kontemporer.
Yerimadesi., Bayharti, B., Azizah, A., Lufri, L., Andromeda, A., & Guspatni, G. (2019). Effectiveness of acid-base modules based on guided discovery learning for increasing critical thinking skills and learning outcomes of senior high school student. Journal of Physics: Conference Series, 1185(1). https://doi.org/10.1088/1742-6596/1185/1/012151
Yerimadesi. (2014). Pengembangan Model Guided Discovery Learning (GDL) untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Pada Pembelajaran Kimia di SMA. In Presiden Republik Indonesia.
Yerimadesi, Kiram, Y., Lufri, L., Festiyed, F., & Guspatni, G. (2019). Validity and practicality of guided discovery learning models for chemistry learning in senior high school. Journal of Physics: Conference Series, 1317(1). https://doi.org/10.1088/1742-6596/1317/1/012149
Yerimadesi, Y., Putra, A., & Ririanti, R. (2017). Efektivitas Penggunaan Modul Larutan Penyangga Berbasis Discovery Learning Terhadap Hasil Belajar Siswa Kelas Xi Mia Sman 7 Padang. Jurnal Eksakta Pendidikan (Jep), 1(1), 17. https://doi.org/10.24036/jep/vol1-iss1/29
DOI: http://dx.doi.org/10.52155/ijpsat.v32.2.4292
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Khairin Fitri
This work is licensed under a Creative Commons Attribution 4.0 International License.