Education

Education

THE INFLUENCE OF GUIDED DISCOVERY LEARNING TROUGH HANDS ON ACTIVITY AND PICTURES MEDIA TOWARD THE CONCEPT UNDERSTANDING OF FUNGI VIEWED OF STUDENTS SCIENCE LEARNING MOTIVATION

Pages: 1-10  ,  Volume: 52  ,  Issue: 1 , May   2020
Received: 16 May 2020  ,  Published: 22 May 2020
Views: 39  ,  Download: 15

Authors

# Author Name
1 DIANA VIVANTI
2 LIDYA BANILA
3 MIEKE MARSYAH

Abstract

The low level of concept understanding of fungi, we need an appropriate learning model to overcome them. This research is aimed to determine the effect of guided discovery learning with hands on activity toward the concept understanding of fungi,with moderator variable is science learning motivation. The subject of this study are students of X IPA in SMAN 1 Bojonggede totalling 124 students on Januari–Maret 2018. The research method used quasi experiment with 2 x 2 factorial design model. The instruments used were tests of science learning motivation and fungi comprehension tests. Samples were taken using simple random sampling. Analysis of data used two way anova. Sampling with simple random sampling. Data analysis using two-way ANAVA. The results of the analysis show that: (1) There is an influence of understanding the concept of fungi after guided discovery learning through hands on activity (2) There is an influence of science learning motivation on understanding the concept of fungi. (3) There is an interaction of guided discovery learning through hands on activity and science learning motivation towards the concept understanding of fungi.

Keywords

  • guided discovery learning
  • fungi concept understanding
  • hands on activity
  • learning sains motivation
  • References

     

    Anderson, L.W. and Krathwohl, D. (Eds.). 2001. TaX IPAonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s TaX IPAonomy of Educational Objectives. New York: Longman.

    Anderson, L.W., & Krathwohl, D.R. (2001). A Taxonomy for Learning, Teaching, and Assesing;A revision of Bloom’s Taxonomy of Education Objectives. New York: Addison Wesley Lonman Inc.

    Aprilia., & Susilo, M.J. (2016). Pembelajaran IPA Biologi Berbasis Scientific Approach Di SMP Muhammadiyah 2 Depok Sleman Penggunaan Lembar Kegiatan Siswa (Hand on Activity) dalam Pembelajaran Biologi. Prosiding Seminar Nasional XII Biologi, 13(1).

    Arikunto, S. (2009). Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.

    Albalate, A. R., Larcia, H. D. S., Jaen, J. A. R., Pangan, K. R. O., & Garing, A. G. (2018). Students’ Motivation Towards Science Learning (Smtsl) Of Stem Students Of University Of Batangas, Lipa City. International Journal Of Social Sciences, 3(3).

    Arikunto, S. (2010). Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta.

    Balim, A.G. (2009). The Effects of Discovery Learning on Students Success and Inquiry Learning Skills. Eurasian Journal of Educational Research, 3(5).

    Borthick, F., Jones, & Donald, R. (2000). Motivation for Collaborative Online Learning Invention and Its Application in Information Systems Security Course. Issues inAccounting Education, 15(2), 181-210.

    Campbell, N.A., Reece, J.B., & Mitchell, L.G. (2003). Biologi Jilid 2 Edisi Kelima. Jakarta: Penerbit Erlangga.

    Campbell, N.A., Reece, J.B., Urry, L.A., Cain, M.L., Wasserman, S.A.,  Minorsky, P.V., Jackson, R.B., & Wulandari, D.T. (2010). Biologi, Edisi kedelapan jilid 2. Jakarta. Erlangga

    Cohen, M.T. (2008). The Effect of Direct Instructions Versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students. Journal of Northeastern Educational Research Association, 30 (1), 1-28.

    Daniah, N.  (2012). Pembelajaran Biologi Berbasis Hands on Activity untuk Meningkatkan Keterampilan Generik Sains Siswa Pada Materi Ekosistem di SMA Negeri 1 Dukupuntang. Tesis (dipublikasikan). Magister Pendidikan Biologi IAIN Syech Nurjati, Cirebon.

    Klahrland, D., & Nigam, M. (2004). The Equivalence of Learning Paths in Early Science Instruction Effects of Direct Instruction and Discovery Learning. American Psychological Society, 15(10).

    Hamalik, O. (2012). Psikologi Belajar dan Mengajar. Bandung: Penerbit Sinar Baru Algensindo.

    Hosnan, M. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21. Bogor: PT. Ghalia Indonesia.

    Huitt. (2001). Motivation to Learn: An Overview. Educational Pshycology Interactive. Valdosta: Valdosta State University

    In'am, A., & Hajar,S. (2017). Learning Geometry through Discovery Learning Using a Scientific Approach. International Journal of Instruction, 1(10), 55-70.

    Jennifer, R., & Nichols. (2013). Essential of 21st Century Learning (online). Retrieved from https://www.teachthought.com/learning/4-essential-rules-of-21st-century-learning/.

    Kemendikbud. (2013). Permendikbud No.65 tentang Standar Proses Pendidikan Dasar dan Menengah. Jakarta: Kementerian Pendidikan dan Kebudayaan.

    Kemendikbud. (2013). Permendikbud No.81 A tentang Implementasi kurikulum 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan.

    Kementerian. (2014). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia nomor 103 tahun 2014 tentang Kurikulum 2013 Sekolah Menengah Atas/Madrasah Aliyah. Jakarta: Kementerian Pendidikan dan Kebudayaan.

    Kirsner, S., 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, 4(2), 75-86.

    Kurniasih, & Sani. (2014). Implementasi Kurikulum 2013 Konsep dan Penerapan. Surabaya: Kata Pena.

    Marjan, J., Arnyana, & Setiawan, I.G.A.N. (2014). Pengaruh pembelajaran saintifik terhadap Hasil belajar Biologi dan Keterampilan proses Sains Siswa MA Mualimat NW, Lombok. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 4(1), 1-12.

    Markaban. (2008). Model Penemuan Terbimbing pada Pembelajaran Matematika SMK. Paket Fasilitasi Pemberdayaan KKG/MGMP Matematika. Yogyakarta P4TK Matematika (online). Retrived fromhttp://p4tkmatematika.org/fasilitasi/38-penemuan-terbimbing-matematika-smk.pdf.

    Mayer, R. (2004). Should There Be A Three-Strikes Rule Against Pure Discovery Learning? The Case For Guided Methods Of Instruction. American Psychological Association, 59(1):14-9.

    Munawarah, Maryono., & Ramdani. (2015). Penerapan Model Pembelajaran Tipe STAD untuk Meningkatkan Motivasi dan Hasil Belajar Siswa Kelas XIS-3 SMAN 3 Lau Maros. Prosiding Simposium Nasional Inovasi dan Pembelajaran Sains, 1(1): 433-436.

    Pradita, & Ayu, A.R. (2013). Pengaruh Model Pembelajaran Kontekstual Berbasis Hands On Activity Terhadap Hasil Belajar. E-Journal Universitas Malang. Retrieved from http://library.um.ac.id/free-contents/download/pub/pub .php/63450.pdf.

    Pratiwi, D.a., Mariati, S., Suharno., & Bambang. (2006). Biologi SMA  Kelas 1. Jakarta:Erlangga.

    Rahman, R., & Maarif, S. (2014). Pengaruh Penggunaan Metode Discovery Learning terhadap Kemampuan Anologi Matematis Siswa SMK Al-Ikhsan Pamarican Kabupaten Ciamis Jawa Barat. Jurnal Ilmiah Program Studi Matematika STKIP Siliwangi Bandung, 3(1), 33-58.

    Rahmawati. (2012). Pengembangan Perangkat Pembelajaran dengan Metode Pembelajaran Penemuan Terbimbing (Guided Discovery) untuk Melatih Keterampilan Berpikir Kritis Siswa SMP. Tesis Magister Pendidikan, Universitas Negeri Surabaya (di publikasikan).

    Ramdhani, M.R., Usodo, B., & Subanti, S. (2017). Discovery Learning with Scientific Approach on Geometry. ICMScE, 895(1): 8-17.

    Sani, & Abdullah, S. (2014). Pembelajaran Saintifik Untuk Implementasi Kurikulum 2013. Jakarta, Bumi Aksara.

    Sardiman, A.M. (2008). Interaksi dan Motivasi Belajar Mengajar. Jakarta: Raja Grafindo Persada.

    Schooley, J. (1997). Introduction to Botany. New York: Delmar Publisher.

    Schunk, & Dale, H. (2012). Learning Theories an Educational Theories. US:Pearson.

    Sudjana, N. (2012). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosdakraya.

    Sukmadinata, & Syaodih, N. (2003). Landasan Proses Pendidikan. Bandung: Remaja Rosdakarya.

    Sunismi. N. (2012). Pengembangan Bahan Pembelajaran Geometri dan Pengukuran Model Penemuan Terbimbing Berbantuan Komputer untuk Memperkuat Konsepsi Siswa. Cakrawala pendidikan, 31(2).

    Suwangsih, & Tiurlina. (2006). Model Pembelajaran Matematika. Bandung: UPI-PRESS.

    Syah, M. (2010). Psikologi Pendidikan. Bandung: PT Remaja Rosdakarya.

    Trianto. (2009). Mendesain Model Pembelajaran Inovatif- Progresif. Jakarta: Kencana Prenada Media Group.

    Tuan, H.L., Chin, C.C., & Shieh, S.H. (2005). The Development of a Questionnaire to Measure Students’ Motivation towards Science Learning. International Journal of Science Education, 27(6), 639–654.

    Uno, H.B. (2009). Teori Motivasi dan Pengukurannya. Jakarta: Bumi Aksara.

    Wardoyo, S. M. (2013). Pembelajaran Konstruktivisme. Bandung: CV Alfabeta.

    Widiadnyana., Sadia., &  Suastra.  (2014). Pengaruh Model Discovery Learning Terhadap Pemahaman Konsep IPA dan Sikap Ilmiah Siswa SMP.   E-Journal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi IPA, 4(1).

    Winkel, W. S. (2009). Psikologi Pengajaran. Yogyakarta: Media Abadi.

    Yang, F. E., Liao, C. C., Ching, E., Chang, T., & Chan, T.W. (2010). The Effectiveness of Inductive Discovery Learning in 1: 1 Mathematics Classroom. Proceedings of the 18th International Conference on Computers in Education, 2(1), 743-747.

    Yuhernis, Lestari R, Apniyanti E. (2015). Pengaruh Model Discovery Learning Disertai Media Gambar Terhadap Hasil Belajar Biologi siswa SMK Negeri 1 Rambah Tahun Pembelajaran.Tesis (dipublikasikan). Program Studi Pendidikan Biologi, FKIP, Universitas Pasir Pengaraian.