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Guided Discovery learning is an approach that actively engages students by allowing them to discover and investigate concepts independently. However, the development of guided discovery integrated with technology, especially on Cartesian coordinates, is still limited and has not been widely explored. likeTherefore, this study explores the ıntegrating guided discovery approach in e-module for cartesian coordinates topıc of junior high school, involving one teacher and 32 students as research subjects. Qualitative data analysis was conducted through documentation and interviews, which were then organized into data reduction, display, and verification steps. The results indicate that the E-Guided Discovery Module effectively enhances students' interest and understanding of mathematical concepts, although several areas require technical and pedagogical improvements. Recommendations for further development include enhancing the user interface, adding interactive features, and developing additional guidance. The E-Guided Discovery Module is an effective tool for improving students' mathematics learning, with the teacher's role being crucial in providing necessary guidance and support. more...

This research aims at developing an Ethnoliteracy-based guided discovery learning model in writing imaginary stories at elementary schools. It used the research and development (R&D) method with 4D (Define, Design, Develop, and Disseminate) model. Teachers and students in 5th-grade elementary schools served as the subjects of this research. The instruments that this research used included observation, interviews, and documentation with the developed steps of guided discovery learning model consisting of stimulus, problem identification, data collection, data processing, publication, and reflection. The data in this research were analyzed qualitatively and quantitatively. The research found that based on expert assessment, the feasibility of this learning model was scored 87.5% by the linguist and 93.3% by the culture expert. Based on the development trial result, the prepared learning planning was classified as highly practical at 86.7% and practical at 13.3%. In practice, students managed to write an imaginary story and scored an average of 80.28. This means that the Ethnoliteracy-based guided discovery learning model in writing imaginary stories was feasible for use in elementary school students. more...

This study aims to determine students’ science process skills after using the guided discovery model assisted by the virtual PhET lab on vibration and wave materials and the effectiveness of applying the guided discovery learning model assisted by the virtual PhET lab. This research was conducted at a junior high school, SMPN 2 Siak. The research method used is quasi-experimental with a posttest-only control group design. The sample of this study is the experimental class and the control class. Each class has 33 students. The research data was obtained by using a science process skill test instrument. The results showed that the average process skills of the experimental class = 76.76 and the control class = 57.23. The results of the t-test using SPSS software were obtained with (sig) 0.000 < 0.05 . It was concluded that the guided discovery learning model assisted by the virtual lab PhET was more effectively used to improve students’ process skills. more...

Penelitian ini dilakukan untuk mengetahui hasil belajar dan ada tidaknya perbedaan hasil belajar peserta didik kelas X IPA 1 dan X IPA 2 pada materi hukum-hukum dasar kimia jika menggunakan model pembelajaran yang berbeda pada tiap kelas yaitu model pembelajaran Free Discovery dan Guided Discovery. Jenis penelitian ini adalah deskriptif dan komparatif. Sampel dalam penelitian ini adalah kelas X IPA 1 dan X IPA 2,Teknik pengumpulan data yakni observasi dan tes. Teknik analisis data yang digunakan yakni analisis deskriptif dan statistik, penelitian ini dilaksanakan di SMA Negeri 1 Rote Timur. Hasil analisis diperoleh: Hasil belajar peserta didik kelas X IPA 1 dengan menerapkan model pembelajaran Free Discovery tuntas dengan nilai akhir yang diperoleh yaitu 85,78, hasil belajar peserta didik kelas X IPA 2 dengan menerapkan model pembelajaran Guided Discovery tuntas dengan nilai akhir yang diperoleh yaitu 88,18, tidak terdapat perbedaan hasil belajar peserta didik dengan menerapkan model pembelajaran Free Discovery dan Guided Discovery pada materi hukum-hukum dasar kimia kelas X IPA dengan nilai thitung< ttabel (-3,109 < 2,024) atau sig > 0,05 (0,667 > 0,05). more...

The purpose of this study was to produce web-based learning using a hypermedia assisted discovery guided approach for junior high school students. The development model applied in this study is the ASSURE model. The development stage begins with analyzing the characteristics of students, then stating the learning objectives. The next stage is selecting strategies, technology, media and materials to support the achievement of predetermined learning objectives, then utilizing technology, media and materials, ensuring student participation, and the final stage is conducting evaluation and revision. The result of the development is in the form of a learning web whose activities use the guided discovery procedure and the content is presented using the hypermedia principle. Based on the results of observations, students looked excited and they were actively involved during the learning process. Students say that learning becomes more flexible because they can adjust to the time they have. Based on the response analysis, it was found that the average student gave a positive response. So it can be concluded that web-based learning with the guided discovery approach assisted by hypermedia can improve the quality of learning in junior high schools, especially in terms of student participation in learning, enthusiasm and learning flexibility. Abstrak Tujuan dari penelitian ini adalah menghasilkan pembelajaran berbasis web yang menggunakan pendekatan guided discovery berbantuan hypermedia untuk siswa Sekolah Menengah Pertama. Model pengembangan yang diterapkan dalam penelitian ini adalah model ASSURE. Tahapan pengembangan dimulai dengan menganalisis karakteristik siswa, kemudian menyatakan tujuan pembelajaran. Tahap selanjutnya yaitu memilih strategi, teknologi, media dan bahan untuk mendukung tercapainya tujuan pembelajaran yang sudah ditentukan sebelumnya, kemudian memanfaatkan teknologi, media dan materi, memastikan partisipasi siswa, dan tahap terakhir melakukan evaluasi dan revisi. Hasil pengembangan berupa web pembelajaran yang aktivitasnya menggunakan prosedur guided discovery dan konten yang disajikan menggunakan prinsip hypermedia. Berdasarkan hasil observasi, siswa terlihat bersemangat dan mereka terlibat aktif selama proses pembelajaran. Siswa mengatakan bahwa belajar menjadi lebih fleksibel karena dapat menyesuaikan dengan waktu yang dimiliki. Berdasarkan analisis tanggapan, didapatkan hasil bahwa rata-rata siswa memberikan tanggapan yang positif. Jadi dapat disimpulkan bahwa pembelajaran berbasis web dengan pendekatan guided discovery berbantuan hypermedia mampu meningkatkan kualitas pembelajaran di Sekolah Menengah Pertama terutama dalam hal partisipasi siswa dalam pembelajaran, semangat dan fleksibilitas belajar. more...

This study aims to develop and produce a mathematics student worksheet based on guided discovery to facilitate the understanding concept and the curiosity of eighth grade students on prism and pyramid material. The type of research is research and development using the Richey and Klein development procedure, which consists of the planning, production, and evaluation. Mathematics student worksheet assessment for material and media experts. Material and media experts fill out the mathematics student worksheet assessment. The research data analysis technique is product quality analysis. According to the evaluation of material experts and media experts, the mathematics student worksheet is very good. Based on the results of the study, it found that the quality of the mathematics student worksheet based on guided discovery was classified as very good with the specification of the average score of the material expert validator assessment of 194.5 from the ideal maximum score of 208 and classified in the very good category with the specification of the average score of the media expert validator assessment of 57 from the ideal maximum score of 72. Based on this, the product of the guided discovery-based math worksheets is declared valid and can use in the learning process. more...

This research aimed to determine the effect of the Guided Discovery Blended Learning (GDBL) strategy on concept mastery of the human excretory system. The research method was quasi-experimental with a pretest-posttest control group design. The samples consisted of the eleventh-grade students of Senior High school Jakarta in 2019/2020. Class MIPA-2 was the control class taught using Guided Discovery, and class MIPA-4 were the experimental class taught using GDBL. The learning process had been carried out both online and in the classroom. Research data were collected by integrating essay tests, students' responses to learning strategies, and observation sheets of syntax implementation. The data were descriptively analyzed and tested using ANCOVA. The normality test was performed using the Kolmogorov-Smirnov formula, and the homogeneity test was performed using Levene's test. The statistical tests indicated that the data were normally distributed and homogeneous; thus, ANCOVA analysis using SPSS 24 was performed. The data analysis with the ANCOVA test at 0,05 significance level obtained p value = 0.000, which means that H0 was rejected. The research result implied that GDBL affected students' concept mastery of the human excretory system. It cultivated habits to independently rearrange the concept through teachers' guidance, both from sourcebooks and online media. GDBL can be used as an alternative for biology studies. more...

This development research aims to develop online physics learning tools based on guided discovery models for high school grade X students with momentum and impulse material and test the feasibility of Physics online learning tools through validator assessments (material experts, material experts) and limited trials by students' responses. Physics online learning tools developed in the syllabus, lesson plans, student worksheets, handouts, and learning media. The average score of validation assessment for the syllabus is 4.81, the lesson plan is 4.72, the student worksheet is 4.64, the handout is 4.57, the media is 4.76, and the media material is 4.66. All in categorized as very worthy. In this study, a limited trial was conducted for 27 students divided into three groups. The average score results student on worksheet one is 4.06, worksheet two is 3.98, and worksheet three is 3.87. All in with categories worthy. The average score result of handout one is 4.04, handout two is 3.96, and handout three is 4.01. All in with worthy category. The results obtained from the Physics online learning tool based on guided discovery models are appropriate for online learning on momentum and impulse material for grade X high school students. more...

Penelitian ini bertujuan untuk melihat bagaimana hasil penerapan model pembelajaran penemuan terbimbing terhadap peningkatan kemampuan pemecahan masalah matematis mahasiswa. Metode penelitian yang digunakan dalam penelitian ini adalah quasi eksperiment dengan desain non equivalent control grup. Dari hasil analisis deskriptif diperoleh dari 22 subjek kelas kontrol, rata-rata peningkatan kemampuan pemecahan masalah 0,25 dengan nilai terendah -0,66 dan tertinggi 0,69 serta standar deviasi 0,31. Sedangkan dari 24 subjek pada kelas eksperimen, rata-rata peningkatan kemampuan pemecahan masalahnya 0,6 dengan peningkatan tertinggi 0,86 dan terendah 0,08 serta standar deviasi 0,24. Selanjutnya berdasarkan analisis inferensial yang dilakukan disimpulkan bahwa terdapat perbedaan yang signifikan peningkatan kemampuan pemecahan masalah matematis antara mahasiswa yang diajar dengan menggunakan model pembelajaran penemuan terbimbing dan mahasiswa yang diajar dengan menggunakan model pembelajaran konvensional. Dengan demikian penerapan model pembelajaran penemuan terbimbing lebih baik digunakan untuk meningkatkan kemapuan pemecahan masalah matematis mahasiswa khususnya pada matakuliah statistik matematika I. This research aims to see the results of the application of the guided discovery learning model in increasing students' mathematical problem solving abilities. The research method used in this research is Quasi experiment with non equivalent control group design. The descriptive analysis of 22 control class subjects shows the average increase in problem solving ability was 0.25 with the lowest value of -0.66 and the highest was 0.69 and a standard deviation of 0.31. Meanwhile, of the 24 subjects in the experimental class, the average increase in problem solving ability was 0.6 with the highest increase of 0.86 and the lowest 0.08 and a standard deviation of 0.24. Furthermore, based on the inferential analysis conducted, it is concluded that there is a significant difference in the improvement of mathematical problem solving abilities between students who are taught using the guided discovery learning model and students who are taught using conventional learning models. Thus the application of the guided discovery learning model is better used to improve students' mathematical problem solving abilities, especially in the mathematics statistics I course. more...

Critical thinking skills are important competencies that need to be developed in chemistry learning. This study aimed to determine the effectiveness of the guided discovery-based thermochemistry module in developing critical thinking skills based on gender differences. The subject of this research was 76 females and 20 males of class XI Mathematics and Nature Science from three high schools in Ponorogo, Indonesia. This study used one school for each category, namely high, medium, and low. The research method used a quasi-experimental design with one group pretest-posttest. The data analysis technique used T-test with SPSS 21 software. The result showed that the average increase in student scores or normality gain score (n-gain) was 0.5050 to 0.6362, which means students' critical thinking skills improved after the implementation of guided discovery-based thermochemistry modules. T-test result in high category schools obtained T count > T table (2.142> 2.032), which showed that there are significant differences between the critical thinking skills of female and male students. Meanwhile, T count and T table in medium category school were 1.353 and 2.034, respectively. T count and T table in low category school respectively 1.106 and 2.068. Analysis of T-test results in medium and low school categories can be written -T table < T count < T table, is means there is no significant differences between the critical thinking skills of female and male students. Thus, guided discovery-based thermochemistry modules are effectively applied to high, medium and low school categories. more...

In learning mathematics, the teacher provides opportunities for students to carry out activities of finding and investigating patterns and to determine relationships. Activities can be carried out through experiments to find sequences, differences, comparisons, groupings, and so on and provide opportunities for students to find relationships between understanding one another. In fact, the Mathematics learning material on the Characteristics of Flat Shapes which was carried out in class III SDN Sananwetan 2 did not appear to have carried out activities related to investigation and discovery. This can be seen from the learning outcomes obtained by class III students, namely from 25 students who achieved completeness only 7 students or 28%. In this case the teacher must conduct a classroom action research so that students get the expected results. The research was conducted using a learning method, namely Guided Discovery Learning, which is a method where in the teaching and learning process the teacher allows students to find information for themselves without being told or lectured, and the teacher acts as a facilitator. more...

Penelitian ini bertujuan untuk mengembangkan model pembelajaran penemuan terbimbing dan menguji efektivitasnya pada keterampilan berpikir reflektif matematis dan kemandirian belajar siswa. Tahap pengembangan ini dimulai dari studi pendahuluan, perencanaan, pengembangan produk awal, pengujian tahap awal, revisi produk awal, dan pengujian lapangan. Subjek penelitian ini adalah 30 siswa kelas VII.C dan 30 siswa VII.D di SMP Negeri 24 Bandar Lampung Tahun Akademik 2017/2018. Data penelitian diperoleh melalui observasi, wawancara, tes keterampilan berpikir reflektif matematis, dan angket kemandirian belajar siswa. Hasil tes lapangan menunjukkan bahwa kemampuan berpikir reflektif matematis dan Pembelajaran Kemandirian siswa menggunakan pembelajaran penemuan terbimbing yang dikembangkan lebih tinggi daripada kemampuan berpikir reflektif matematika dan Kemandirian Belajar siswa yang tidak menggunakan pembelajaran penemuan terbimbing yang dikembangkan. Oleh karena itu dapat disimpulkan bahwa pembelajaran penemuan terbimbing yang dikembangkan efektif untuk meningkatkan keterampilan berpikir reflektif matematis dan Kemandirian Belajar siswa. Peningkatan kemampuan berpikir reflektif matematis siswa menggunakan pembelajaran Guided Discovery yang dikembangkan dikategorikan tinggi sedangkan peningkatan kemandirian belajar siswa dikategorikan sedang. Abstract This study aims to develop a model of guided discovery learning and test its effectiveness on mathematical reflective thinking skills and independence learning of student. This stage of development starts from preliminary studies, planning, initial product development, initial stage testing, initial product revision, and field testing. The subjects of this study were 30 students of class VII.C and 30 students of VII.D in SMP Negeri 24 Bandar Lampung 2017/2018 Academic Year. The research data was obtained through observation, interviews, tests of mathematical reflective thinking skills, and student Independence Learning questionnaires. The results of field tests show that the ability of mathematical reflective thinking and the Independence Learning of students using developed guided discovery learning is higher than the ability of mathematical reflective thinking and student Independence Learning that does not use developed guided discovery learning. Therefore it can be concluded that developed guided discovery learning is effective for improving mathematical reflective thinking skills and student Independence Learning. The increase in the ability of mathematical reflective thinking of students using developed Guided Discovery learning is categorized as high while the increase in student Independence Learning is categorized as being moderate. more...

The purpose of this study is to increase student's activity and learning outcome using guided discovery assisted by PhET (Physics Education Technology). The specific purpose of this study is to describe: 1) the implementation of the lesson plan, 2) activity, and 3) learning outcomes. The type of study that used is a classroom action research by Kemmis and Mc Taggart model that consists of two cycles. The subject of this study is the 24 students of class XII one of the vocational schools in the Banjarmasin city. The data is obtained through observation and test. The results of study in cycles I and II show: 1) the average score of implementation of the lesson plan increased from good category to very good category, 2) the student’s activity has increased 3) the learning outcomes increased from 0% to 87.5% and has been declared complete in cycle II. It can be concluded that the used implementation of guided discovery with PhET can increase activity and learning outcomes. more...

Penelitian ini bertujuan untuk mengetahui pengaruh bahan ajar geometri dasar berbasis penemuan terbimbing terhadap prestasi belajar mahasiswa tahun akademik 2017/2018. Penelitian ini dilaksanakan di Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Metro. Teknik pengambilan sampel menggunakan sampling jenuh yaitu semua anggota populasi menjadi sampel sebanyak 28 mahasiswa. Teknik analisis data yang digunakan adalah paired sample t-tes yaitu dengan melihat perubahan signifikan sebelum menggunakan bahan ajar dengan sesudah menggunakan bahan ajar geometri dasar yang dikembangkan, kemudian digunakan juga N-Gain. Berdasarkan hasil analisis data dapat disimpulkan bahwa terdapat pengaruh bahan ajar geometri dasar berbasis penemuan terbimbing terhadap prestasi belajar mahasiswa program studi pendidikan matematika pada mata kuliah Geometri Dasar. This study aims to determine the effect of basic geometry teaching materials of guided discovery-based on student achievement in 2017/2018 academic year. This research was carried out in the Mathematics Education Study Program, Teaching and Education Faculty, Muhammadiyah Metro University. The sampling technique uses saturation sampling, that is, all members of the population become a sample of 28 students. The data analysis technique used is paired sample t-test that is by looking at significant changes before using teaching materials after using the basic geometry teaching materials developed, then used ­N-Gain. Based on the results of data analysis it can be concluded that there is an influence of guided discovery-based basic geometry teaching materials on the learning achievement of students of mathematics education study program in the Basic Geometry course. more...

Penelitian ini bertujuan untuk: 1) mengembangkan modul dengan karakteristik guided discovery pada materi Sistem Pernapasan untuk meningkatkan kemampuan berpikir kritis siswa kelas XI SMA Negeri 5 Surakarta; 2) menguji kelayakan modul berbasis guided discovery pada materi Sistem Pernapasan untuk meningkatkan kemampuan berpikir kritis siswa kelas XI SMA Negeri 5 Surakarta; dan 3) menguji keefektivan modul berbasis guided discovery pada materi Sistem Pernapasan untuk meningkatkan kemampuan berpikir kritis siswa kelas XI SMA Negeri 5 Surakarta. Penelitian ini menggunakan metode Research and Development (R & D) mengacu pada Borg dan Gall (1983) yang dimodifikasi menjadi sembilan tahapan yaitu: 1) penelitian dan pengumpulan informasi; 2) perencanaan; 3) pengembangan produk awal; 4) uji coba lapangan tahap awal; 5) revisi produk awal; 6) uji lapangan terbatas; 7) revisi produk kedua; 8) uji lapangan operasional yang menggunakan desain penelitian kuasi eksperimen; dan 9) revisi produk akhir. Analisis data yang digunakan adalah analisis deskriptif, teknik persentase dan uji Independent Samples T Test. Hasil penelitian menunjukkan: 1) karakteristik modul pada materi sistem pernapasan dikembangkan sesuai prosedur pengembangan Borg dan Gall yang dimodifikasi menjadi sembilan tahapan, dengan menggunakan sintaks model pembelajaran guided discovery yang bermuatan indikator-indikator kemampuan berpikir kritis yang divisualisasikan pada tujuan, materi, kegiatan, dan soal evaluasi modul; 2) kelayakan modul dinilai berkualifikasi sangat baik oleh penilaian ahli materi dengan pemenuhan 95,00%; ahli pengembangan modul 93,26%; ahli perangkat pembelajaran 90,57; dan ahli keterbacaan 96,88; rata-rata penilaian praktisi 98,29%; serta rata-rata penilaian siswa 88,11%; 3) Modul berbasis guided discovery efektif meningkatkan kemampuan berpikir kritis, didasarkan pada hasil uji Independent Samples T Test menunjukkan adanya perbedaan hasil post-test antara kelas yang menggunakan modul berbasis guided discovery dengan kelas yang menggunakan modul sekolah diperoleh sig 0,009 < 0,05, serta peningkatan rata-rata N-gain sebesar 0,77 yang termasuk kualifikasi tinggi. more...

Abstract: This study aims to determine the effect of guided discovery learning model with a contextual approach to cognitive learning outcomes. The research used was a quasi-experimental with pretest-posttest control group design. The research sample was taken from two 11th ­year classes SMAN 7 Malang. The experimental class was taught using the guided discovery model of the contextual approach and the control class using a conventional model with a contextual approach. The hypothesis test used is the Independent T-Test. The results showed that the guided discovery model with a contextual approach had an effect on improving the cognitive learning outcomes of students with an average gain score of 0.7 with a very good category. Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran guided discovery dengan pendekatan kontekstual terhadap hasil belajar kognitif. Penelitian yang digunakan yaitu eksperimen semu dengan pretest-posttest control group design. Sampel penelitian ini diambil dari dua kelas XI MIPA SMAN 7 Malang. Kelas eksperimen dibelajarkan menggunakan model guided discovery pendekatan kontekstual dan kelas kontrol menggunakan model konvensional dengan pendekatan kontekstual. Uji yang digunakan adalah Independent T-Test. Hasil penelitian menunjukkan bahwa model guided discovery dengan pendekatan kontekstual berpengaruh terhadap peningkatan hasil belajar kognitif peserta didik dengan hasil gain score rata-rata sebesar 0,7 dengan kategori tinggi. more...

Tujuan penelitian dan pengembangan ini adalah: 1) mengetahui karakteristik modul berbasis Guided Discovery, 2) menguji kelayakan modul berbasis Guided Discovery, 3) mengukur keefektifan modul berbasis Guided Discovery terhadap kemampuan berpikir analitis pada materi jamur (fungi). Penelitian dan pengembangan modul ajar menggunakan prosedur Borg & Gall yang telah dimodifikasi menjadi sembilan tahapan: 1) tahap penelitian dan pengumpulan informasi, 2) tahap perencanaan, 3) tahap pengembangan rancangan awal produk, 4) tahap uji coba lapangan permulaan, 5) tahap revisi produk tahap pertama, 6) tahap uji lapangan terbatas, 7) tahap revisi produk tahap kedua, 8) tahap uji lapangan operasional, 9) tahap revisi produk akhir. Teknik pengumpulan data melalui angket, observasi dan tes. Jenis data yang diperoleh adalah data kualitatif dan kuantitatif. Data kualitatif diperoleh dari hasil wawancara & saran saat uji lapangan. Data kuantitatif diperoleh dari penilaian validasi modul oleh ahli, uji lapangan operasional dan tes hasil belajar. Hasil penelitian dan pengembangan menunjukkan: 1) produk modul biologi berbasis Guided Discovery dikembangkan berdasarkan sintak Guided Discovery. 2) Kelayakan modul biologi berbasis Guided Discovery pada materi jamur berdasarkan penilaian dari ahli materi berkualifikasi “sangat baik” dengan presentase skor 93.04%, ahli pengembangan modul ajar berkualifikasi “baik” dengan presentase skor 86,25%, ahli pengembangan perangkat pembelajaran berkualifikasi “baik” dengan presentase skor 89.47%, dan ahli tata bahasa/keterbacaan berkualifikasi “sangat baik” dengan presentase skor 96,87%, penilaian dari praktisi pendidikan satu berkualifikasi “sangat baik” dengan presentase skor 98,21% dan praktisi pendidikan dua berkualifikasi “sangat baik” dengan presentase skor 94,25% serta penilaian dari siswa berkualifikasi “baik” dengan persentase skor 84.99%. 3) Modul biologi berbasis Guided Discovery efektif meningkatkan kemampuan berpikir analitis, karena berdasarkan hasil uji anakova menunjukkan adanya perbedaan hasil postes antara kelas kontrol yang menggunakan buku ajar sekolah sebesar 71.97 dan kelas eksperimen yang menggunakan modul biologi berbasis Guided Discovery sebesar 78.14 pada materi jamur. more...

This study reports learning outcomes of social sciences subject through the application of guided discovery learning model. This study was a classroom action research of two cycles. Conducted in SMPN 1 Karangploso Malang in 2015/2016 the study assigned 31studnets of 8th class as the subject. Data were collected through observation, testing, and documentation. This study revealed that learning activities and attainment increased substantially. Scores of pre-test prior to cycles were: above Minimum Mastery Standard (KKM) = 3 (9.6%), 65-74 = 12 (38,71%) , 60-64 =10 (32,26%), and below 60 = 6 (19.35%). Results of cycle I were: mean score 79.41, maximum score 88 and minimum score 64, distributed into: above KKM = 3 (9.67%), 65-74 = 12 (38.71%), 60-64 = 10 (32.26%), and below 60 = 6 (19.35%). Attainment in cycle II were salient showing 29 (93.55%) above KKM and 2 (6.45%) below KKM. more...

Penelitian ini merupakan penelitian tindakan kelas yang dilakukan di SMA Negeri 1 Anggeraja yang bertujuan untuk meminimalkan kesulitan siswa dalam menyelesaikan masalah matematika dengan menerapkan pola latihan terbimbing. Subjek penelitian ini adalah siswa Kelas XII IPA1 SMA Negeri 1 Anggeraja pada Tahun Pelajaran 2015/2016 yang berjumlah 24 orang. Hasil yang diperoleh menunjukkan bahwa setelah diberikan tindakan pada Siklus I, diperoleh skor rata-rata kemampuan menyelesaikan masalah matematika sebesar 70,00 dari skor ideal 100 dan berada pada kategori sedang, selanjutnya pada Siklus II, diperoleh skor rata-rata kemampuan menyelesaikan masalah matematika sebesar 76,875 dari skor ideal 100 dan berada pada kategori tinggi, hal ini berarti rata-rata tingkat penguasaan siswa dalam menyelesaikan masalah matematika dengan menerapkan pola latihan terbimbing berada pada kategori tinggi berarti bahwa tingkat ketuntasan siswa mengalami peningkatan sebagai akibat dari minimalnya kesulitan belajar, dan sikap siswa terhadap pembelajaran yang dilakukan meningkat, yang dapat dilihat dari hasil respon siswa terhadap situasi yang diberikan dari Siklus I ke Siklus II. Dari hasil penelitian ini, secara umum dapat disimpulkan bahwa kesulitan siswa dalam menyelesaikan masalah matematika siswa Kelas XII IPA1 SMA Negeri 1 Anggeraja setelah dilakukan pembelajaran dengan pola latihan terbimbing dapat diminimalkan. more...

Tujuan penelitian yaitu: 1) mengembangkan model pembelajaran guided discovery yang dipadu dengan NHT, 2) mengetahui kelayakan model pembelajaran guided discovery yang dipadu dengan NHT, 3) mengetahui efektifitas model pembelajaran guided discovery yang dipadu dengan NHT pada materi struktur tumbuhan dan pemanfaatannya dalam teknologi di SMPN 4 Karangayar. Penelitian menggunakan metode Research And Development (R & D) mengacu pada model Borg, and Gall (1981) yang dimodifikasi menjadi sembilan tahap. Analisis hasil penelitian menggunakan dua teknik yaitu deskriptif dan kualitatif.Hasil penelitian meliputi: 1) hasil pengembangan model pembelajaran paduan antara guided discovery dengan NHT yaitu model Numbered Team in Guided Discovery (NTGD). Model NTGD memiliki lima unsur utama model pembelajaran yaitu adanya sintak, sistem sosial, sistem pendukung, peran guru dan siswa, dampak instruksional dan dampak pengiring. Sintak NTGD meliputi tahap Nomori, Amati, Pertayaan, Kumpulkan, Tim diskusi, Luaskan, dan Simpulkan (NAPAKTILAS), 2) hasil pengembangan berupa model NTGD disertai dengan perangkat pembelajaran, LKS, dan materi ajar berdasarkan validasi dari ahli dan praktisi layak digunakan, 3) model NTGD efektif dalam meningkatkan hasil belajar siswa. Keefektifan model ditunjukkan oleh perbedaan yang signifikan dari rerata hasil belajar antara kelas penerapan model NTGD lebih baik dibanding kelas existing lerning. Perbedaan hasil belajar kelas model pada ranah afektif dalam sikap bekerjasama, teliti, disiplin, tanggungjawab dan inovatif lebih baik dibandingkan dengan kelas existing lerning; hasil belajar ranah kognitif pada kelas implementasi model NTGD memperoleh 79,36 dan kelas existing learning64,75; ranah psikomotor kelas implementasi model memperoleh 95,96 dan kelas existing learning79,36. more...

Penelitian ini bertujuan untuk mengetahui rata-rata kemampuan berpikir kritis siswa antara kelas yang dikenai model pembelajaran Group Investigation dan kelas yang dikenai model pembelajaran Guided Discovery yang berbasis portofolio dalam penilaian. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 3 Magelang tahun pelajaran 2013/2014. Sampel diambil dengan teknik Cluster Random Sampling. Pengumpulan data dilakukan dengan menggunakan metode tes. Analisis data menggunakan:(1) Uji t pihak kanan, untuk menguji tingkat ketuntasan individual; (2) Uji z, untuk menguji tingkat ketuntasan klasikal; dan (3) Uji t perbedaan rata-rata, untuk menguji perbedaan rata-rata kemampuan berpikir kritis siswa antara kelas dengan model pembelajaran Group Investigation dan kelas dengan model pembelajaran Guided Discovery berbasis portofolio. Hasil penelitian menunjukkan bahwa: (1) pembelajaran dengan model Group Investigation berbasis portofolio telah mencapai ketuntasan belajar secara individual maupun secara klasikal; (2) pembelajaran dengan model Guided Discovery berbasis portofolio telah mencapai ketuntasan belajar secara individual maupun secara klasikal; (3) rata-rata kemampuan berpikir kritis siswa dengan model pembelajaran Guided Discovery berbasis portofolio lebih baik dari rata-rata kemapuan berpikir kritis siswa dengan model pembelajaran Group Investigation berbasis portofolio.The purposes of this study are to find out the average competence of student’s critical thinking skills between the Group Investigation and Guided Discovery base on portfolio. The population of this study is students of VII grades of junior high school 3 Magelang, by using Cluster Random Sampling. The data collecting by using test method. The data analyses are using: (1) T test of right side, to examine the level of individual minimum score competeness; (2) Z test, to examine the level of classical minimum score competeness; (3) T test the difference of average, to examine the distinction of the critical thinking skills score average between Group Investigation class and Guided Discovery class. The result of the study shows that: (1) Group Investigation class base portofolio has already passed the minimum score altough the students of experiment class; (2) Guided Discovery class base portofolio has already passed the minimum score altough the students of experiment class; (3) score average of the critical thinking students skills in Group Investigation class are better than score average of the critical thinking students skills in Guided Discovery class. more...

Penelitian ini bertujuan untuk mendeskripsikan: (1) keefektifan pendekatan penemuan terbimbing dalam pembelajaran kooperatif Think Pair Share (TPS) ditinjau dari kemampuan berpikir tingkat tinggi (HOTS), prestasi belajar dan curiosity, (2) keefektifan pendekatan penemuan terbimbing dalam pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) ditinjau dari HOTS, prestasi belajar, dan curiosity dan, (3) pembelajaran yang lebih efektif antara pendekatan penemuan terbimbing dalam pembelajaran kooperatif tipe TPS dan tipe TSTS ditinjau dari HOTS, prestasi belajar, dan curiosity. Penelitian ini adalah penelitian eksperimen semu dengan the pretest-posttest two treatment design. Populasi dalam penelitian ini adalah seluruh siswa kelas X di MAN Yogyakarta 3 dan sampelnya dipilih 2 kelas dari 5 kelas yang ada. Instrumen yang digunakan untuk mengumpulkan data adalah tes HOTS, tes prestasi dan angket curiosity siswa. Hasil penelitian menunjukkan bahwa: (1) pendekatan penemuan terbimbing dengan setting kooperatif TPS efektif terhadap HOTS, prestasi belajar, dan curiosity, (2) pendekatan penemuan terbimbing dengan setting kooperatif TSTS efektif terhadap HOTS, prestasi belajar, dan curiosity dan, (3) pendekatan penemuan terbimbing dalam pembelajaran kooperatif tipe TSTS lebih efektif dibandingkan dengan tipe TPS ditinjau dari HOTS dan prestasi belajar dan pendekatan penemuan terbimbing dalam pembelajaran kooperatif tipe TPS lebih efektif dibandingkan dengan tipe TSTS ditinjau dari curiosity. Kata Kunci: penemuan terbimbing, pembelajaran kooperatif, Think Pair Share, Two Stay Two Stray, kemampuan berpikir tingkat tinggi, prestasi belajar, curiosity. A Comparison Between Guided Discovery Aprroach Through Cooperative Learning Think Pair Share and Two Stay Two Stray Abstract The aims of this study aims to describe: (1) the effectiveness of guided discovery aprroach through cooperative learning Think Pair Share (TPS) type in terms of higher order thinking skills (HOTS), learning achievement, and curiosity, (2) the effectiveness of guided discovery aprroach through cooperative learning Two Stay Two Stray (TSTS) type in terms of HOTS, mathematic learning achievement, and curiosity, and (3) the more effective learning between guided discovery aprroach through cooperative learning TPS type and TSTS type in terms of HOTS, learning achievement, and curiosity. This study was a quasi-experimental study using the pretest-posttest two treatment design. The research population comprised all Year X students of MAN Yogyakarta 3 and the sample was 2 out of 5 classes. The data collecting instruments consisted of a HOTS test, learning achievement test and questionnaires for students’ curiosity. The results showed: (1) guided discovery aprroach through cooperative setting TPS type were effective in terms of HOTS, learning achievement, and curiosity, (2) guided discovery aprroach through cooperative setting TSTS type were effective in terms of HOTS, learning achievement, and curiosity, and (3) guided discovery aprroach through cooperative learning TSTS type was more effective than TPS type in terms of HOTS and learning achievement and then guided discovery aprroach through cooperative learning TSTS type was more effective than TPS type in terms of curiosity. Keywords: guided discovery, cooperative learning, Think Pair Share, Two Stay Two Stray, High Order Thinking Skill, learning achievement, curiosity. more...

This study was a classroom action research which aims to investigate how the implementation of guided discovery learning can improve students’ activeness and attainment in the class VIII of Laboraturium UM Senior High School Malang city. The study subject was Class VIII that consists of 36 students, year 2016/2017. This study consisted of two cycles, and the data was collected from the result of the final test, observation, and interview. Based on the research of cycle I, the students’ activeness with mean scores of the meeting I, II, III was 78.88%, 79%, 86.6% respectively. The students’ activeness on cycle II, the mean scores of analyst meeting V and VI were 89.22% and 92.24% respectively. The result of Mathematics learning was increased, it is shown on the test mean of the cycle I that was achieved by 36 students with the percentage of successful learning 83 %. On the cycle test II, the average of 36 gained 82 (score) with 7.2 increased from the score mean of the cycle I and with classical mastery learning cycle II 88.88%. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk mengetahui bagaimana penerapan metode penemuan terbimbing yang dapat meningkatan keaktifan dan hasil belajar siswa kelas VIII SMP Laboratorium UM Kota Malang. Subjek penelitian ini ialah siswa kelas VIII yang berjumlah 36 siswa tahun pelajaran 2016/2017. Penelitian ini terdiri atas dua siklus dan data dikumpulkan dari hasil tes akhir tindakan, observasi, dan wawancara. Berdasarakan hasil penelitian pada siklus I, keaktifan siswa siswa dengan skor rata-rata pertemuan I, II, III adalah 78,88% 79,%, dan 86,6%. Aktivitas siswa pada siklus II, rata-rata skor pengamat pertemuan V dan VI berturut-turut 89,22 % dan 92,24%. Hasil belajar matematika siswa meningkat, hal ini terlihat bahwa rata-rata tes siklus I yang diperoleh 36 siswa sebesar 74,8 dengan presentase keberhasilan belajar 83,33%. Pada tes siklus II rata-rata nilai menjadi 82 dengan peningkatan sebesar 7,2 dari rata-rata nilai siklus I dan dengan ketuntasan belajar klasikal siklus II 88,88%. more...

The purposes of this research is to improve learning outcomes of students at SMPN 8 Mataram. This is a classroom action research with two cycles. Each cycles include planning, implementation, observation, evaluation and reflection. Implementation of guided discovery learning model made 5 phases: introduction, orientation of students on the issue, conducting, presenting and evaluating results. In the first cycle, obtained an average student learning outcomes at 74.82, while in the second cycle of 81.75. Classical mastery learning in the first cycle of 64.7% and in the second cycle of 86%. Activities of students and teachers that are in the active category. Based on these results it can be concluded that the application of guided discovery learning models with science process skills approach is proven to increase physics learning outcomes of students at SMPN 8 Mataram. more...

This development research aims to develop student's worksheet matrix multiplication-based guided discovery in class X SMK valid, practical, and effective. The development of this student worksheets using the 4-D model of development that consists of four stages, but in the development of the student worksheet is only going to be done until the third stage only. The subject of trials on the research development of this student worksheets are grade X SMK Putra Indonesia Malang. Based on the results of the validation of worksheets students validated by the three validator experts and practitioners, the student worksheet developed meet the category is valid. Based on the results of observation of its student worksheet demonstrates that levels of student worksheet demonstrates reach the high category, so the student worksheet developed meet the practical category. Average rating based on mastery of the whole class learning materials namely 76, guided discovery that include categories and student response against the student worksheet include positive categories, so the student worksheet developed meet the category effectively. Thus the student worksheets multiplication matrix-based discovery of social interactions in class X generated already meet the category is valid, practical, and effective. Penelitian pengembangan ini bertujuan untuk mengembangkan LKS materi perkalian matriks bercirikan penemuan terbimbing di kelas X SMK yang valid, praktis, dan efektif. Pengembangan LKS ini menggunakan model pengembangan 4-D yang terdiri atas empat tahap, tetapi dalam pengembangan LKS ini hanya akan dilakukan sampai tahap ketiga saja. Subjek uji coba pada penelitian pengembangan LKS ini adalah siswa kelas X SMK Putra Indonesia Malang. Berdasarkan hasil validasi LKS yang divalidasi oleh dua orang validator ahli dan satu orang praktisi, LKS yang dikembangkan memenuhi kategori valid. Berdasarkan hasil observasi terlaksananya LKS menunjukkan bahwa tingkat keterlaksanaan LKS mencapai kategori tinggi, sehingga LKS yang dikembangkan memenuhi kategori praktis. Berdasarkan nilai rata-rata penguasaan bahan ajar seluruh kelas yaitu 76, aktivitas penemuan terbimbing yang termasuk kategori baik, dan respon siswa terhadap LKS termasuk kategori positif, sehingga LKS yang dikembangkan memenuhi kategori efektif. Dengan demikian, LKS materi perkalian matriks bercirikan penemuan terbimbing di kelas X yang dihasilkan sudah memenuhi kategori valid, praktis, dan efektif. more...

Tujuan penelitian ini adalah untuk mengetahui keefektifan model guided discovery berbantuan smart sticker terhadap rasa ingin tahu siswa dan kemampuan berpikir kritis siswa. Populasi dalam penelitian ini adalah siswa kelas VII SMP Negeri 1 Slawi tahun pelajaran 2014/2015. Dengan menggunakan teknik random sampling terpilih dua kelas sampel yaitu kelas VII 5 sebagai kelas eksperimen yang menggunakan model discovery learning berbantuan resitasi dan kelas VII 4 sebagai kelas kontrol yang menggunakan model pembelajaran ekspositori. Data dalam penelitian ini diperoleh dengan menggunakan metode dokumentasi, tes , angket dan observasi. Analisis data akhir dilakukan dengan: (1) Uji z, untuk menguji ketuntasan klasikal; 2) Uji t perbedaan rata-rata, untuk menguji perbedaan kemampuan berpikir kritis antara kelas eksperimen dan kelas kontrol dan (3) Uji t perbedaan rata-rata, untuk menguji perbedaan rasa ingin tahu antara kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa guided discovery berbantuan smart sticker efektif terhadap rasa ingin tahu dan kemampuan berpikir, karena siswa kelas eksperimen telah mencapai ketuntasan klasikal; dan kemampuan berpikir kritis dan rasa ingin tahu siswa siswa pada kelas eksperimen lebih baik daripada kelas kontrol more...