Design of biology teaching materials based on discovery learning with scientific approach for class 10th in senior high school

Abstract

Indonesia as a tropical country with two seasons and has a high humidity into a good land for mushrooms growth. Students need to be taught to understand mushrooms. Understanding includes; morphology, physiology, reproduction, roles, and benefits of fungi. Discovery learning with a scientific approach becomes one of the active methods for, providing learning to Senior high school-class 10th students. Methods of scientific approach are done through activities: observing, asking, trying, reasoning, and communicating. A biology lesson that is active, innovative, creative, effective, and fun for the learners depends on the approach chosen and the instructional method used. The purpose of the development of this learning material was to design a biology instructional module on fungi using discovery learning with scientific approach. A scientific approach is a learning approach conducted through the following activities: observing, asking questions, experimenting, analyzing, and communicating. One method that is relevant with the principles of scientific approach is discovery learning. The stages in discovery learning are: stimulation, problem identification, data collection, data processing, providing evidence, and drawing conclusion. This biology lesson based on discovery learning with scientific approach complemented with pictures has the potentials in increasing the learning of the learners because they will be able to organize and conduct experiments to discover new knowledge

Edmodo mobile: developing e-module biology cell for online learning community

“…Regarding e-module using free learning application, such as Edmodo, Fitriyati, Mufti, & Lestari (2015), Suryanda, et al, (2016) and Hidayat, et al, (2019) added that the utilization of e-module in learning was able to transform direct learning to a more planned learning and students were able to learn anytime and anywhere without lecturer direction. E-module could assist lecturers in training students' initiative, independence, and selfconfidence in learning (Purwaningtyas, et al, 2017;Ekici, 2017;Isfaeni, et al, 2018;Toy et al, 2018;Supriyatin & Ichsan, 2018).…”

“…According to Hendripides & Hikmah (2018), teaching material is an information source used by a lecturer to implement a learning process. The teaching materials can be presented in the form of printed and non-printed media (Suryanda, Ernawati & Maulana, 2016;Isfaeni, Corebima, Suwono & Rohman, 2018;Toy et al, 2018;Supriyatin & Ichsan, 2018). The developed teaching material should be current and can be applied in the form of mobile learning (Suryanda, et al, 2016;Prayitno & Hidayati, 2017;Hursein, 2018); hence, e-module is selected.…”

Basic science process skills of biology laboratory practice: improving through discovery learning

“…It was related to the laboratory practice learning steps of discovery learning model that guides the students to improve their academic subject in the form of science process skills. Discovery learning of biology practice guides students independently in formulating problem and hypotheses, planning and conducting experiments, using tools and materials, observing, grouping and processing data, and communicating data (Mahmoud, 2014;Abrahamson & Kapur, 2018;Toy, et al, 2018;Levy, et al, 2018), so that it is better in binding students' basic science skills compared to the conventional model. Indicators of science process skills such as formulating problems and hypothesis, planning and experimenting, using tools and materials, observing, grouping/processing data, communicating data (Subali, 2011;Prajoko, et al, 2017;Prayitno, et al, 2017;Siachibila & Banda, 2018) have already planned carefully and carried out in discovery learning laboratory practice steps.…”

“…The discovery learning model of biology laboratory practice is expected to be a solution to improve the ability of the students' basic science processes (Sartono, Rusdi, & Handayani, 2017). The steps of discovery learning can train students' basic science skills through direct experience by conducting an investigation or experiment (Toy, Karwur, Costa, Langkun, & Rondonuwu, 2018;Sartono, et al, 2017). Discovery learning strategies directly help student activities themselves and apply what they know in new situations, which in turn leads to active learning achievement (Mahmoud, 2014;Abrahamson & Kapur, 2018;Levy, et al, 2018).…”

Efektivitas Metode Discovery dan Media Youtube Terhadap Siswa Kelas V SD N Tlahap Dalam Materi Fotosintesis

“…Menurut Kurniasih, dkk (2014:64), Model discovery learning adalah proses pembelajaran yang terjadi bila pelajaran tidak disajikan dengan pelajaran dalam bentuk finalnya,tetapi diharapkan siswa mengorganisasikan sendiri. Discovery adalah menemukan konsep melalui serangkaian data atau informasi yang diperoleh melalui pengamatan atau percobaan (Toy, et al, 2018;Bahtiar, & Dukomalamo, 2019)).…”