Penerapan Instruksi di Tahap Hypothesis Testing Pada Discovery Learning untuk Meningkatkan Kemampuan Menemukan dan Menghubungkan Konsep

Berliyana Indrasari, Sri Widoretno, Sri Dwiastuti

Abstract

The research aims to improve the ability of student’s discovering and relating concept through implementation
of instruction in hypothesis testing of Discovery Learning model. The research is a Classroom Action Research
(CAR) conducted in 2 cycles. Subjects of this research were 29 students of Senior High School in Karanganyar.
The research consist of: planning, acting, observing and reflecting. Data collected through observation,
interview, documentation and concept map test. The data validation used triangulation method. The obtained
data were analyzed using qualitative-descriptive analysing technique that consist of data reduction, data display
and drawing inference. The result of the analysis the ability of student’s discovering and relating concept
showed by score of concept map in the pre-cycle is range 5,67%-9,97%, the average of concept map in the precycle
is
7,7%
and
10
students
get
high
score
of
concept
map
from
average.
Cycle
I
is
range
8,02%-37,65%,
the

average
of
concept
map
in
the
cycle
I
is
23,23%
and
19
students
get
high
score
of
concept
map
from
average.

Cycle
II
is
range
8,08%-42,73%,
the
average
of
concept
map
in
the
cycle
II
is
27,56%
and
15
students
get
high

score

of concept map from average, the conclusion of implementation of instruction in hypothesis testing of
Discovery Learning model improved the score of concept map from cycle I to cycle II.

Keywords

instruction, discovery learning, hypothesis testing, discovering and relating concept

Full Text:

PDF

References

Alfieri, Louis, et al. (2011). Does discovery-based

instruction enhance learning? A meta-analysis.

Journal of Educational Psychology, 103(1), 1–

http://doi.org/10.1037/a0021017

Balım, A. G. (2009). The Effects of Discovery

Learning on Students ’ Success and Inquiry

Learning Skills. Eurasian Journal of

Educational Research, 35(35), 1–20.

BSNP. (2010). Paradigma Pendidikan Nasional Abad

XXI (pp. 1–59). Jakarta: Depdiknas.

Burris, S., & Garton, B. L. (2007). Effect of

Instructional Strategy on Critical Thinking and

Content Knowledge: using Problem-Based

Learning in the Secondary Classroom. Journal of

Agricultural Education, 48(1), 106–116.

http://doi.org/10.5032/jae.2007.01106

Han, N. S., Li, H. K., Sin, L. C., & Sin, K. P. (2011).

The Evaluation of Students ’ Written Reflection

on the Learning of General Chemistry Lab

Experiment. Malaysian Online Journal of

Educational Science, 2(4), 45–52.

Kapur, M. (2010). Productive Failure in Learning the

Concept of Variance. In Proceedings of the 32nd

annual meeting of the North American Chapter

of the International Group for the Psychology of

Mathematics Education (Vol. 6, pp. 776–784).

Kapur, M. (2015). The Preparatory Effects of Problem

Solving versus Problem Posing on Learning

from Instruction. Learning and Instruction, 39,

–31.

http://doi.org/10.1016/j.learninstruc.2015.05.00

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006).

Why Minimal Guidance During Instruction Does

Not Work: An Analysis of the Failure of

Constructivist, Discovery, Problem-Based,

Experiential, and Inquiry-Based Teaching.

Educational Psychologist, 41(2), 75–86.

http://doi.org/10.1207/s15326985ep4102

Krajcik, J. S. (2010). Supporting Students in

Developing Literacy Science. Science (New

York, N.y.), 328.

http://doi.org/10.1126/science.1182593

Legare, C. H. (2014). The Contributions of

Explanat ion and Exploration to Children’s

Scientific Reasoning. Child Development

Perspectives, 8(2), 101–106.

http://doi.org/10.1111/cdep.12070

Liu, S.-H., & Lee, G.-G. (2013). Using a Concept Map

Knowledge Management System to Enhance

The Learning of Biology. Computers & Education, 68, 105–116.

http://doi.org/10.1016/j.compedu.2013.05.007

Mayer, R. E. (2004). Should There Be a Three-Strikes

Rule Against Pure The Case for Guided Methods

of Instruction. American Psychological

Association, Inc., 59(1), 14–19.

http://doi.org/10.1037/0003-066X.59.1.14

Mayer, R. E., & Alexander, P. A. (2011). Handbook

of research on learning and instruction.

http://doi.org/10.4324/9780203839089.ch13

Osborne, J. (2014). Teaching Scientific Practices :

Meeting the Challenge of Change. Journal

Science Teacher Education, 25, 177–196.

http://doi.org/10.1007/s10972-014-9384-1

Ozgelen, S. (2012). Students’ Science Process Skills

Within a Cognitive Domain Framework. Eurasia

Journal of Mathematics, Science and

Technology Education, 8(4), 283–292.

http://doi.org/10.12973/eurasia.2012.846a

Saab, N., Joolingen, W. R. van, & Hout-Wolters, B.

H. A. M. van. (2005). Communication in

Collaborative Discovery Learning. The British

Journal of Educational Psychology, 75(4), 603–

http://doi.org/10.1348/000709905X42905

Vanides, J., Yin, Y., Tomita, M., & Ruiz-Primo, M. A.

(2014). Using Concept Map In The Science

Classroom. Nature Climate Change, 4(4), 259–

http://doi.org/10.1038/nclimate2143

Villalon, J., & Calvo, R. A. (2011). Concept Maps As

Cognitive Visualisations Of Writing

Assignments. Educational Technology &

Society, 14(3), 16–27. Retrieved from

http://www.academia.edu/465699/Concept_map

s_as_cognitive_visualisations_of_writing_assig

nments

Youssef, S., & Mohammed, C. (2016). Teaching

Strategies For Developing Scientific Literacy

and On Students’ Achievement In Biology.

Journal of Science Education, 1(1), 6–19.

http://doi.org/www.asrongo.org/doi:3.2016.1.1.

This

Refbacks

  • There are currently no refbacks.