Penerapan Model Pembelajaran Discovery Learning Menggunakan Pembelajaran Tipe Shared dan Webbed untuk Meningkatkan Keterampilan Proses Sains

Abstract

The research aims to analyze the improvement of science process skills through the implementation of discovery learning using integrated instruction of shared and webbed types on the topic of Global Warming. The method adopted was quasi experiment with the matching-only pretest-posttest control group design, conducted in one of the state junior high schools in Bulungan Regency, North Kalimantan, more specifically in the seventh-grade class for the school year of 2014/2015. The research instruments employed consisted of written tests of science process skills in the forms of multiple choice questions. Research results show that there was no significant difference in the use of discovery learning of shared-integrated and webbed-integrated types in improving students' science process skills, based on t count =-1.537, inside the acceptable range listed in t table = ±2.014, with a significance value of 0.131. The mean N-Gain scores for students' science process skills in shared-integrated and webbedintegrated classes were 0.55 and 0.47, respectively, which were both categorized as moderate.

Discovery Learning based on Natural Phenomena to Improve Students' Science Process Skills

“…The results of the study showed that there was an increase in students' science process skills after applying a guided discovery learning model on temperature and heat material (Astra & Wahidah, 2017). Furthermore, the results of the study also resulted in the improvement of students' science process skills through the application of the discovery learning model by using shared and webbed type integrated learning on Global Warming material (Yusuf & Wulan, 2015). The next researcher also suggested that the development of webbased physics learning media using a guided discovery learning approach could overcome limitations in the teaching and learning process and could facilitate students in understanding physics material (Kalatting et al, 2015).…”

“…Based on the results of research conducted by (Yusuf & Wulan, 2015) that the application of discovery learning models of shared and webbed cohesiveness can improve students' science process skills. Other results also show that the web-based physics learning media using the guided discovery learning approach can overcome limitations in the teaching and learning process and can facilitate students in understanding physics material (Kalatting et al, 2015).…”

Implementasi Discovery Learning Untuk Meningkatkan Keterampilan Dasar Proses Sains Siswa Sma

“…Keterampilan dasar proses sains siswa Dari Gambar 2 bisa kita lihat bahwa untuk setiap keterampilan dasar proses sains di kelas eksperimen menunjukkan N-gain yang berada pada kategori tinggi, sedangkan pada kelas kontrol N-gain yang dihasilkan berada pada kategori sedang. Dengan kata lain, pembelajaran fisika menggunakan discovery learning dapat meningkatkan keterampilan dasar proses sains menjadi lebih baik (Yusuf, M., Ratna, A., 2015;Nenchi, M., Swistoro, E., Risdianto, E., 2017). (Pratiwi, F., Hairida, A., Rasmawan, R., 2014).…”

Pengaruh Strategi Pembelajaran Pode (Predict-Observe-Discuss-Explain) Menggunakan Simulasi Phet Terhadap Keterampilan Proses Sains Siswa Sma Kelas Xi

“…Keterampilan proses sains merupakan pengkajian sains dari segi proses, unsur utama yang berfungsi sebagai roda penggerak dari hakikat sains lainnya yaitu sains sebagai produk dan sains sebagai sikap ilmiah. Keterampilan proses sains dapat ditingkatkan dengan berbagai strategi dan model pembelajaran, misalnya melalui context based learning [12], guided discovery learning [13], problem based instruction [14], discovery learning [15], integrated instructional materials [16]. Dengan keterampilan proses, siswa dapat mempelajari sains sesuai dengan apa yang para ilmuan sains lakukan, yaitu melakukan pengamatan, klasifikasi, inferensi, merumuskan hipotesis, dan melakukan eksperimen [17].…”