Penerapan Model Discovery Learning untuk Meningkatkan Keaktifan dan Hasil Belajar Tematik

Rahayu, Iin Puji; Relmasira, Stefanus C.; Hardini, Agustina Tyas Asri

doi:10.23887/jear.v3i3.17369

Cited by 33 publications

(35 citation statements)

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“…The teacher involves students in evaluating the mastery of science process skills and scientific creativity, reflecting on responsibilities during the learning process, and follow-up for subsequent meetings. The involvement of students in planning, implementing, and evaluating the learning process makes a significant contribution to the achievement of their responsibilities (Aristiani, 2016;Maharani & Kristin, 2017;Rahayu et al, 2019). This condition is in line with the learning model's various challenges to face real challenges.…”

Section: Discussionmentioning

confidence: 94%

Improving Creative Thinking Through Creative Responsibility Based Learning (CRBL) Model

Agustiana

Tika

Wibawa

2021

International j.of Elementary Education

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The use of various models and approaches still shows that students have difficulties understanding science content. This obstacle causes psychological barriers for students, so creative thinking skills are needed. The purpose of this study is to analyze the differences in creative thinking skills between students who follow the Creative Responsibility Based Learning (CRBL) learning model and students who follow the conventional learning model in terms of students' self-efficacy in learning science. This type of research is an experimental study with a Non-Randomized Post-test Only Control Group Design. In this design, the subject is not taken randomly. The number of population members is 184 students. The techniques used to analyze the data are qualitative descriptive analysis, quantitative, and inferential statistics. The result of the research is that the science learning outcomes of students who follow the CRBL learning model are higher than students who follow the conventional learning model with a significance value of 0.044 < 0.005. There is a difference in creative thinking ability between fourth grade elementary school students who have high self-efficacy and low self-efficacy in science learning with a significance value of 0.00 <0.05). There is a significant interaction effect between the learning model and self-efficacy on students' creative thinking skills with a significance value of 0.00 < 0.05). It can be concluded that this learning model provides direct learning experiences to students in building self-efficacy and creative thinking skills in learning basic science concepts so that teachers can apply them.

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Section: Discussionmentioning

confidence: 94%

Improving Creative Thinking Through Creative Responsibility Based Learning (CRBL) Model

Agustiana

Tika

Wibawa

2021

International j.of Elementary Education

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“…Salah satu model pembelajaran berbasis masalah yaitu discovery learning yang merupakan suatu pembelajaran yang melibatkan peserta didik dalam pemecahan masalah untuk pengembangan pengetahuan dan ketrampilan (S. Putra & Sujana, 2017;Rosarina, Gina., Sudin, Ali., 2016). Penerapan model discovery learning dapat meningkatkan kemampuan penemuan individu selain itu agar kondisi belajar yang awalnya pasif menjadi lebih aktif dan kreatif (Qurniati et al, 2015;Rahayu et al, 2019). Sehingga guru dapat mengubah pembelajaran yang awalnya teacher oriented menjadi student oriented.…”

Section: Pendahuluanunclassified

Penerapan Model Pembelajaran Discovery Learning Dalam Upaya Meningkatkan Hasil Belajar Mata Pelajaran Sejarah Materi Peristiwa Sumpah Pemuda Bagi Siswa Kelas X Semester Genap Program Keahlian Kecantikan Kulit Dan Rambut SMK Negeri 27 Jakarta Tahun Pelajaran 2018/2019

Hutajulu

2021

JEAR

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Penelitian ini dilaksanakan di SMK Negeri 27 Jakarta pada kelas X Semester Genap Program Keahlian TKKR dan bertujuan untuk meningkatgkan hasil belajar siswa agar dapat mencapai nialai rata-rata standar yang telah ditetapkan sekolah. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari 2 kali pertemuan yang di dalamnya terdiri atas perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Data hasil belajar siswa dikumpulkan melalui lembar observasi aktivitas belajar siswa dan penilaian aspek pengetahuan siswa menggunakan tes. Data yang telah dikumpulkan tersebut dianalisis dengan menggunakan analisis deskriptif. Hasil penelitian ini menunjukkan bahwa penerapan Model Pembelajaran Discovery Learning dalam pembelajaran sejarah dapat meningkatkan hasil belajar siswa. Adapun hasil yang dicapai dalam Penelitian Tindakan Kelas ini adalah : 1). Pada aspek sikap pada siklus 1 semua siswa sudah mencapai kategori baik sedangkan pada siklus 2, kategori amat baik diraih oleh 22 siswa dan kategori baik dicapai oleh 12 siswa. Jadi aspek sikap sudah mencapai tuntas pada siklus 1. 2) Aspek pengetahuan, pada siklus 1 mencapai ketuntasan 97% dengan nilai rata-rata 81 Sedangkan pada siklus 2 baru mencapai ketuntasan 100% dengan nilai rata-rata 85. Dan 3) Aspek keterampilan, pada siklus 1 mencapai ketuntasan 97% dengan nilai rata-rata 77. Sedangkan pada siklus 2 telah mencapai ketuntasan 100% dengan nilai rata-rata 82. Berdasarkan data penelitian dan pembahasan dapat diambil kesimpulan bahwa penerapan model Pembelajaran Discovery Learning dapat meningkatkan hasil belajar siswa kelas X. Program Keahlian TKKR SMK Negeri 27 Jakarta dengan baik.

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“…Learning activeness is the most important component in the learning process. Activeness is a learning process in which the teacher must create an atmosphere in such a way that students can actively ask questions, be able to put forward ideas, and seek for the data and information they need to solve problems (Rahayu & Hardini, 2019). Student activeness is very important because activity can foster a good mentality for students.…”

Section: Modelmentioning

confidence: 99%

Learning Activeness Affects the Ability to Understand Students' Mathematical Concepts Using Discovery Learning Model

Budi

Bintoro

Rahayu

2020

JET

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Learning activeness is a provision that must be possessed by every student in learning mathematics because active learning affects the conceptual ability of students. The problem that was found by the researcher during the observation time was the low student learning activeness so that the students' ability to understand concepts was still low in learning mathematics. The purpose of this study was to analyze how much influence active learning has on the ability to understand mathematical concepts using discovery learning models. This research is a quantitative experiment with the one-shot case study design type. The sample in this study were 40 students of grade V SD. Data collection techniques consisted of a written test of the ability to understand concepts and observation of learning activeness. The data analysis technique in this study includes a simple linear regression test. Based on the research results, it shows that learning activeness has a positive and significant effect of 69.8% on the ability to understand mathematical concepts using discovery learning models. This means that if the higher the student's learning activeness, the higher the results of understanding the students' mathematical concepts.

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Penerapan Model Discovery Learning untuk Meningkatkan Keaktifan dan Hasil Belajar Tematik

Cited by 33 publications

References 0 publications

Improving Creative Thinking Through Creative Responsibility Based Learning (CRBL) Model

Improving Creative Thinking Through Creative Responsibility Based Learning (CRBL) Model

Penerapan Model Pembelajaran Discovery Learning Dalam Upaya Meningkatkan Hasil Belajar Mata Pelajaran Sejarah Materi Peristiwa Sumpah Pemuda Bagi Siswa Kelas X Semester Genap Program Keahlian Kecantikan Kulit Dan Rambut SMK Negeri 27 Jakarta Tahun Pelajaran 2018/2019

Learning Activeness Affects the Ability to Understand Students' Mathematical Concepts Using Discovery Learning Model

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