Discovery Learning with Scientific Approach on Geometry

Ramdhani, M R; Usodo, Budi; Subanti, Sri

doi:10.1088/1742-6596/895/1/012033

Cited by 36 publications

(31 citation statements)

References 5 publications

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“…The scientific approach is learning that consists of five scientific processes namely observing, asking questions, exploring, associating, and presenting (In'am & Hajar, 2017). The scientific process in studying scientific approaches can improve students' understanding and activeness to find concepts independently of the topic being studied (Ramdhani, Usodo, & Subanti, 2017).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Assessment for Learning Integration in Scientific Approach Towards Students’ Conceptual Understanding on Work and Energy

Elisa¹,

Kusairi²,

Sulur³

et al. 2019

Momentum: Physics Education Journal

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This study aims to determine the effect of the integrated assessment for Learning (AfL) which is assisted by the Tryout application in scientific approach on students' conceptual understanding. This study used a quasi-experimental method with a pretest-posttest control group design. This research was conducted at a high school in Malang with a sample of two classes by a random cluster sampling technique. There were two classes involved, namely one as an experimental class (using an integrated AfL assisted with a tryout application in scientific approach) and one as a control class (using a scientific approach through assignment instructions). Thirthy four students in each class were tough the work and energy topic. The test instrument used was 20 reasoned multiple-choice questions with a reliability of 0.62. Data were analyzed using descriptive analysis and inferential statistics. The results showed that there was a significant difference between the posttest mean scores of the experimental class students and the control class students (p = 0.017). Descriptive analysis showed that the mean scores of posttest students for the experiment and control class were 61.76 and 54.26, respectively. That means that the conceptual understanding of students who learn with integrated AfL that assisted by tryout application in scientific approach was higher than students who learn with the scientific approach through assignments.

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Section: Introductionmentioning

confidence: 99%

The Effect of Assessment for Learning Integration in Scientific Approach Towards Students’ Conceptual Understanding on Work and Energy

Elisa¹,

Kusairi²,

Sulur³

et al. 2019

Momentum: Physics Education Journal

View full text Add to dashboard Cite

show abstract

“…(Furoidah, Indrawati, & Subiki, 2013). The physics course was developed learning process according to the scientific approach and interactive learning (Ramdhani, Usodo, & Subanti, 2017).…”

Section: Introductionmentioning

confidence: 99%

5E-Learning Cycle Strategy: Increasing Conceptual Understanding and Learning Motivation

et al. 2018

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5E learning cycle strategy was students center oriented learning model. The learning process becomes more meaningful, which are prioritized authentic experience of students, made students become actively participating, able to critical thinking skills and creatively. The phases of the learning cycle 5E consist of engagement, exploration, explanation, elaboration, and evaluation. The purpose of the research was increased learning motivation and conceptual understanding improved by discovery learning due to the 5E learning cycle strategy. The research was conducted at SMA Teuku Umar Semarang. The research has used a qualitative approach. The type of research is classroom action research (CAR). The data analysis technique used a percentage of the learning motivation and the students' understanding concept. The percentage applied discovery learning by both of the first CAR cycle is 78% and the second CAR cycle is 92%. The conceptual understanding was shown better in the second CAR cycle. The effectiveness discovery learning can be interpreted from the normalized gain. The score of the normalized gain is 0.52. The category of the normalized gain is a medium gain. Students' motivation was increased by both the first cycle is 62% and the second cycle is 82%. Based on the decision of the research, it can be concluded that the 5E learning cycle process can influence increased students learning motivation and students understanding the concept not only heat concept but also heat transfer concept.

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“…Aspects of cognitive development involve the ability to think creatively in solving problems and are automatic in speed in finding new solutions in routine processes. Thus education should help children hone skills in problem-solving, critical thinking, and creativity that is useful when the child is an adult (Ramdhani, Usodo, & Subanti, 2017). Cognitive abilities, especially those related to logical thinking, symbolic thinking, and problem-solving, are very suitable to be developed with a scientific approach (Reid, 2008).…”

Section: Discussionmentioning

confidence: 99%

Supporting Cognitive Development through Multimedia Learning and Scientific Approach: An Experimental Study in Preschool

Yafie¹,

Nirmala²,

Kurniawaty³

et al. 2020

ujer

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Discovery Learning with Scientific Approach on Geometry

Cited by 36 publications

References 5 publications

The Effect of Assessment for Learning Integration in Scientific Approach Towards Students’ Conceptual Understanding on Work and Energy

The Effect of Assessment for Learning Integration in Scientific Approach Towards Students’ Conceptual Understanding on Work and Energy

5E-Learning Cycle Strategy: Increasing Conceptual Understanding and Learning Motivation

Supporting Cognitive Development through Multimedia Learning and Scientific Approach: An Experimental Study in Preschool

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