Pengaruh Model Guided Discovery Learning Terhadap High Order Thinking Skills Siswa Kelas Xi

Nofiana, Mufida

doi:10.31949/be.v5i1.1595

Cited by 7 publications

(8 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pemberian stimulus bertujuan untuk membangun keaktifan siswa dan mempersiapkan siswa agar bisa fokus serta dapat menerima materi pembelajaran. Stimulus dapat memberikan suatu gambaran yang bersifat kontekstual dan dapat memotivasi siswa untuk menerima materi yang akan dipelajari (Nofiana, 2020).…”

Section: Ujiunclassified

“…Setiap kelompok mencermati panduan dan contoh melakukan pembuktian pada media articulate storyline. Pembuktian ini bertujuan untuk mengklarifikasi hasil penemuan atau penyelidikan yang dilakukan kelompok yang dapat meningkatkan kemampuan menganalisis dan mengevaluasi (Nofiana, 2020). Tahapan ini selanjutnya dilakukan presentasi dan diskusi kelas.…”

Section: Ujiunclassified

“…Guided Discovery Learning mampu melibatkan keaktifan siswa dalam proses pembelajaran dengan cara mencari dan menemukan secara mandiri dengan bimbingan guru (Christy et al, 2019);Octavia et al, 2022). Guided Discovery Learning juga memiliki sintaks pembelajaran yang dapat memfasilitasi siswa dalam proses pembelajaran untuk mengasah kemampuan berpikirnya seperti kemampuan berpikir kritis (Nofiana, 2020). Dapat disimpulkan bahwa Guided Discovery Learning dapat melibatkan siswa secara aktif dalam menemukan konsep, prinsip atau teori dengan bimbingan guru yang dapat meningkatkan kemampuan berpikir kritis siswa.…”

unclassified

See 2 more Smart Citations

Pengaruh Guided Discovery Learning Berbantuan Media Articulate Storyline Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Geografi

Rivaldi,

Sahrina,

Rosyida

et al. 2024

JPDS

View full text Add to dashboard Cite

THE EFFECT OF ARTICULATE STORYLINE ASSISTED GUIDED DISCOVERY LEARNING ON STUDENTS' CRITICAL THINKING ABILITY IN LEARNING GEOGRAPHYCritical thinking is a skill that must be honed and developed in 21st-century learning because it is useful in studying and solving problems that arise. Based on its advantages, the Guided Discovery Learning model is able to improve the ability to think critically. On the other hand, the use of articulate storyline media is able to clarify the information or message conveyed so that it can facilitate the learning process. The purpose of this study was to determine the effect of Guided Discovery Learning assisted by articulate storyline media on students' critical thinking skills in geography learning. The research design used a Quasi-Experimental design with a post-test-only group design. The research subjects included students of grade X5 and grade X6, with experimental class (class X5) and control class (class X6). The determination of the class is done by means of Random Sampling through a lottery. The results showed that the mean value of the post-test of critical thinking skills of experimental class students with Guided Discovery Learning model treatment assisted by articulate story media was higher (86.09) than the control class (79.87). The results of hypothesis testing with an independent sample test showed a significance value of 0.000 less than 0.05. These results prove that the Guided Discovery Learning model, assisted by articulate storyline media, has a positive impact on students' critical thinking skills. There are other findings in this study, namely the stimulus and proof stages as the most dominant stages affecting critical thinking skills.Pemikiran yang kritis menjadi suatu keterampilan yang harus diasah dan dikembangkan dalam pembelajaran abad 21, karena berguna dalam mengkaji dan menyelesaikan permasalahan yang muncul. Berdasarkan keunggulan yang dimilikinya, model Guided Discovery Learning mampu meningkatkan kemampuan untuk berpikir kritis. Disisi lain, penggunaan media articulate storyline mampu memperjelas informasi atau pesan yang disampaikan, sehingga dapat memperlancar proses pembelajaran. Tujuan penelitian ini yaitu untuk mengetahui pengaruh Guided Discovery Learning berbantuan media articulate storyline terhadap kemampuan berpikir kritis bagi siswa pada pembelajaran geografi. Desain penelitian menggunakan rancangan Quasi Experimental with post-test only group design. Adapun subjek penelitian meliputi siswa kelas X5 dan kelas X6, dengan kelas eksperimen (kelas X5) dan kelas kontrol (kelas X6). Penentuan kelas tersebut dilakukan dengan cara random sampling melalui undian. Hasil penelitian menunjukkan bahwa nilai rerata post-test kemampuan berpikir kritis siswa kelas eksperimen dengan perlakuan model Guided Discovery Learning berbantuan media articulate storyline lebih tinggi (86.09) dibandingkan kelas kontrol (79.87). Hasil uji hipotesis dengan independent sample test memperlihatkan nilai signifikansi sebesar 0.000 kurang dari 0.05. Hasil tersebut membuktikan bahwa model Guided Discovery Learning berbantuan media articulate storyline berpengaruh terhadap kemampuan berpikir kritis siswa. Terdapat temuan lain pada penelitian ini, yaitu tahapan stimulus dan pembuktian sebagai tahapan yang paling dominan mempengaruhi kemampuan berpikir secara kritis.

show abstract

Section: Ujiunclassified

unclassified

See 1 more Smart Citation

Pengaruh Guided Discovery Learning Berbantuan Media Articulate Storyline Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Geografi

Rivaldi,

Sahrina,

Rosyida

et al. 2024

JPDS

View full text Add to dashboard Cite

show abstract

“…The syntax of the Guided Discovery Learning Model according to the 2013 curriculum (Nofiana, 2020) is (1) Stimulation: the teacher asks students questions that lead to problem-solving so that students actively explore the material, (2) Problem Identification (Problem Statement): students identify problems and formulate hypotheses, (3) Data Collection: students carry out observations, experiments, and literature studies in collecting data to prove hypotheses, (4) Data Processing: processing and interpreting data (5) Verification (Verification): students check the results of data processing to prove the truth of the hypothesis, (6) Generalization: students conclude by considering the verification results. The GDL model helps students with low learning outcomes to improve their thinking abilities (Grobmann & Wilde, 2019) and allows students to develop their abilities to practice critical thinking skills and problem-solving abilities (Subuat et al, 2018), especially in ecosystem material which is applied to study.…”

Section: Introductionmentioning

confidence: 99%

The influence of the guided discovery learning model on critical thinking ability and problem-solving ability

Irsyadah,

Dwiastuti,

Indrowati

2024

Edu Sains

View full text Add to dashboard Cite

This study aims to determine the effect of the GDL model on critical thinking skills and problem-solving skills, the extent of the influence of the model on each aspect of critical thinking skills and aspects of problem-solving skills and look for the effectiveness of the model on critical thinking skills and problem-solving skills. The population in this study were all students of class X Mathematics and Natural Sciences. The sampling technique was purposive sampling. Research instrument with description test. The results showed that there was an influence of the model on critical thinking skills and problem-solving skills, the influence of the model on aspects of critical thinking skills from high to low are advanced clarification, inference, elementary clarification, strategies and tactics, basic support and aspects of problem-solving skills from high to low are define the problem, planning solutions, implement solutions, evaluate and check problems. The GDL model is effective for improving critical thinking skills and problem-solving skills.

show abstract

“…The fundamental tenet of discovery learning is that students can design their own experiments inside the domain and infer the laws of the domain independently, therefore increasing their knowledge [13]. It is anticipated that they will comprehend the domain at a deeper level as a result of this constructive activity than they would if the teacher or an explanatory learning environment were to provide them with all of the essential information [14].…”

Section: Introductionmentioning

confidence: 99%

Acid-Base Learning Outcomes to be Improved Through a Guided Discovery-Based Content Learning System

Ma’firah,

Lubis,

Zainul

2023

J. Phys.: Conf. Ser.

View full text Add to dashboard Cite

The purpose of this study is to assess the reliability, applicability, and efficacy of the Guided Discovery-Based Content Learning System. Analysis, design, development, implementation, and evaluation are the five steps of the ADDIE research model, which is the research methodology that was applied. Only steps 1 through 4 have been completed in this study. In order to determine efficacy, the data was gathered using questionnaires, validation sheets, practicality sheets, and pre-test post-test sets. This content-learning system has received 85% validation from three chemical education lecturers at Padang State University and three chemistry instructors from high schools, indicating that the method is valid. Three teachers and one class of 40 students participated in the practicality test. The practicality test result was 84%, indicating that the learning system was extremely useful. The N-Gain score, which displays an average of 79% with intermediate quality, provides evidence of the usefulness of the content learning system in enhancing student learning outcomes. Therefore, it can be said that this content learning system is successful in improving student learning outcomes.

show abstract

Pengaruh Model Guided Discovery Learning Terhadap High Order Thinking Skills Siswa Kelas Xi

Cited by 7 publications

References 1 publication

Pengaruh Guided Discovery Learning Berbantuan Media Articulate Storyline Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Geografi

Pengaruh Guided Discovery Learning Berbantuan Media Articulate Storyline Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Geografi

The influence of the guided discovery learning model on critical thinking ability and problem-solving ability

Acid-Base Learning Outcomes to be Improved Through a Guided Discovery-Based Content Learning System

Contact Info

Product

Resources

About