Improvement students’ activities and cognitive learning outcomes of Hasyim Asy’ari University through guided discovery learning

Abstract

Learning science is not only related to the acquisition of knowledge but also a process of discovery. Based on learning observations, it was known that the activities and cognitive learning outcomes of Science Education department students, Faculty of Education, Hasyim Asy’ari University Jombang still low. Alternative learning that can be done to improve the activities and cognitive learning outcomes of students was guided discovery learning. This research was Classroom Action Research (PTK) with two cycles were carried out in the second semester of the 2015/2016 academic year. The research instruments were students’ activities assessment sheet, cognitive learning outcomes assessment sheet, learning observation sheet, and questionnaire responses of students to the learning process. Qualitative data were analyzed descriptively and quantitative data were analyzed by comparing the percentage students’ activities and cognitive learning outcomes in the cycle I and the cycle II. The result of this research were the percentage of students’ activities increased from 61,30% to 71,68%. Average of cognitive learning outcomes has increased from 73.68 to 80.04 and the percentage of cognitive achievement increased from 68.18% to 81.81%. The conclusion of this research was the guided discovery learning can improve the students’ activities and cognitive learning outcomes.

Scientific process skills: Preliminary study towards senior high school student in Palembang

“…Cholvistaria, (2012); Siska et al (2013);and Tuada et al (2017) stated that to enact this skill, students could be motivated to implement science process in their daily communication particularly during discussion and presentation sessions. In addition, project-based learning model can be applied in instructional process (Cook & Walsh, 2012;Nawawi, Amilda, & Sari, 2017), problem-based learning (Elder, 2015;Permana, Suwono, & Listyorini, 2016;Talat & Chaudhry, 2014), inquiry learning (Listiani et al, 2016;Ramdan & Hamidah, 2015;Rofi'ah, Suwono, & Listyorini, 2016;Siska et al, 2013;Syafriyansyah et al, 2013), disscovery learning (Hayati & Berlianti, 2016;Nurmala & Priantari, 2017). By conducting continuous efforts and trainings, students' communicating skills will be well cultivated among students, including in ecology learning.…”

Penerapan discovery learning dalam melatih keterampilan berpikir kritis dan meningkatkan motivasi siswa Miftahuddeen School, Nathawee District, Thailand

“…Hal tersebut disebabkan karena siswa melakukan aktivitas mental sebelum materi yang dipelajari dapat dipahami (Druckman & Ebner, 2017). Aktivitas mental tersebut misalnya menganalisis, mengklasifikasi, membuat hipotesis, membuat simpulan, menjabarkan dan memanipulasi informasi (Hayati & Berlianti, 2016;Lieung, 2019;Widiadnyana et al, 2014). Penelitian Dewey dan Piaget (1974) mampu membuktikan bahwa penerapan model pembelajaran discovery learning dapat meningkatkan kemampuan berpikir tingkat tinggi siswa.…”

“…Angket respon siswa terhadap model pembelajaran discovery learning untuk meningkatkan keterampilan berpikir kritis siswa merupakan lembar instrumen yang diberikan kepada siswa setelah pelaksanaan pembelajaran model discovery learning selesai, lembar instrumen ini digunakan untuk mengetahui respon siswa terhadap pelaksanaan kegiatan belajar mengajar yang telah dilakukan (Dewi et al, 2017;Hayati & Berlianti, 2016) Siswa merasa senang dan lebih mudah memahami materi yang dipelajari yaitu Animal responses dan plant life, karena bagi siswa, materi yang diajarkan merupakan pengalaman dan pengetahuan baru (Zubaidah et al, 2018). Dibuktikan dengan perolehan presentase sebesar 94.44% di siklus II siswa yang merespon positif.…”

Students’ learning activities and science process skills: The effectiveness of group investigation learning model

“…Students must be involved directly in the learning process so that learning become meaningful. The increase of students' learning activity can be pursued through the application of learning models that invite students to be active such as guided discovery learning model (N. Hayati & Berlianti, 2016), problem posing learning model (Agustin et al, 2017), inside outside circle learning model (Saroyo et al, 2016), make a match learning model (Tarigan, 2014), two stay two stray learning model (Affriani, 2016), team assisted individualization learning model (Riyanti, 2012).…”