IMPROVING SCIENCE PROCESS SKILL AND STUDENTS’ LEARNING OUTCOMES USING DISCOVERY LEARNING MODEL ON ECOSYSTEM TOPIC GRADE X SMA NEGERI 1 SIDIKALANG ACADEMIC YEAR 2015/2016.

IMPROVING SCIENCE PROCESS SKILLAND STUDENTS’LEARNING
OUTCOMES USING DISCOVERY LEARNING MODEL ON
ECOSYSTEM TOPIC GRADE X SMA NEGERI 1
SIDIKALANG ACADEMIC YEAR 2015/2016

By :
Sohmiyati Lingga
ID. 4123342018
Bilingual Biology Education

THESIS
Submitted to Fulfill the Requirement for The Degree of
Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCES
MEDAN STATE UNIVERSITY
MEDAN
2016

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IMPROVING SCIENCE PROCESS SKILLAND STUDENTS’LEARNING
OUTCOMES USING DISCOVERY LEARNING MODEL ON
ECOSYSTEM TOPIC GRADE X SMA NEGERI 1
SIDIKALANG ACADEMIC YEAR 2015/2016
Sohmiyati Lingga(NIM 4123342018)
ABSTRACT
The research aims to know the improving students’learning outcomes and science
process skill on ecosystem topic grade X-1 SMA Negeri 1 Sidikalang academic year
2015/2016, with using Discovery Learning model. This research is a classroom action
research , which consists of two cycles. The subjects were students of class X-1 SMA
Negeri 1 Sidikalang academic year 2015/2016 totaling 34 people. The data collection
is done by giving such tests pretest 30 multiple choice questions and postets 1 and 2,
each of which are 15 multiple choice questions and for the collection of data to
measure the ability of science process skills cycles 1 and 2 are given the test each of
the 5 questions in the form of essay. parameter observed in this study is the result of
student learning and science process skills students. Learning outcomes can be known
by giving the pretest and posttest learning before the start given at the end of the
learning cycle. The average of science process skill in cycle I: 79.80. The results of

students in the first cycle with an average 72.41, Classical Completeness level of the
average student 47.05% or 16 student of 34 students. In the second cycle increased
the average of Science Process Skill in cycle II: 88.82. The results of students in the
second cycle occurs improving student learning outcomes with an average 80.14,
classical completeness level of the average student 82% or 28 students of 34 students.
The learning model can improve the Learning Discovery Science Process Skills and
learning outcomes on the topic of Ecosystem Class X SMAN 1 Sidikalang A.Y
2015/2016.
Key Word : Discovery Learning, Science Process Skill, Learning Outcomes

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ACKNOWLEDGEMENT
First, I would like to said Alhamdulillahirobbil’alamin to Allah SWT, the
finally the Author can write of thesis entiled“Improving Students’ Learning
Outcomes and Science Process Skill using Discovery Learning Model on
Ecosystem Topic Grade X SMA Negeri 1 Sidikalang Academic Year 2015/2016”.
Thank you for the Dean of FMIPA UNIMED, Dr. Asrin Lubis, M.Si, the
Head of Biology Department, Dr. Hasruddin, M.Pd, the Coordinator of Bilingual
Program, Dr. Iis Siti Jahro, M.Si, and my thesis supervisor Mr Prof. Dr. rer. Nat.

Binari Manurung, M.Si for his guidance and support during write this thesis. The
writer also recognized the valuable contruction critics and suggestion from all
examiners (Syarifuddin, M.Sc.,Ph.D., Dra. Martina A. Napitupulu, M.Sc., Dra.
Adriana Y.D Lbn. Gaol, M.Kes).
The deepest gratitude to Drs. Tri Harsono, M.Si. as the academid lecturer,
and thanks addressed to Mr Alben Sianturi S.Pd, the headmaster of SMA Negeri 1
Sidikalang and Mr Ronald Pasaribu, S.Pd.M.Si As the teacher biology of SMA
Negeri 1 Sidikalang, for the cooperation and support during research.
At the last, the writer must be thankful to her beloved parents ( Mr Muslim
M.Pd) for their endless support, prayer during her study until now, and thanks for
my love Arkosen Simanjorang always give me support and motivation until now,
also thanks for my lovely best friend MASChaRuM (Mesra, Arny, Sohmi,
Chandra, Ruben, Murni) Finnally, motivation and support received from her
lovely friends of Bilingual Biology Education 2012 who turned as like as family
during this four years. The writer reliazed there so many mistakes found during
completed the thesis, therefore the comments and devices is really expected.
Hopefully the thesis useful for all reader.
Medan, Juli 2016
Author

Sohmiyati Lingga
4123342018

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CONTENTS
Page
Legislation sheet

i

Biography

ii

Abstract

iii

Acknowledgement

iv

Contents

vi

List of Table

vii

List of Figure
List of Appendix

viii
ix

CHAPTER I INTRODUCTION

1

1.1.

Research Statement

1

1.2.

Problem Statement

4

1.3.

Scope of The Study

5

1.4.

Research Question

5

1.5.

Research Aim

5

1.6.

Significance of The Study

5

CHAPTER II LITERATURE REVIEW

7

2.1.

7

Theoretical Framework

2.1.1. Science Process Skill

7

2.2.

Understanding

12

2.3

Learning Model

12

2.3.1. Discovery Learning

13

2.3.1.1 The Meaning of Discovery Learning and Teaching

13

2.3.1.2. Presumed Advantage of the Discovery Method

16

2.3.1.3 Presumed Disadvantage of Discovery Learning

16

2.3.1.4 Dimension of Discovery Learning

17

2.4

17

Conceptual Framework

CHAPTER III RESEARCH METHODOLOGY

19

3.1

Research Time and Location

19

3.2

Research Population and Sample

19

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3.3

Types and Research Design

19

3.4

Research Procedure

19

3.4.1

Cycle I

20

3.4.1.1 Problem

20

3.4.1.2 Action Plan I

21

3.4.1.3 Action Implementation I

21

3.4.1.4 Observation I

21

3.4.1.5 Data Analysis I

22

3.4.1.6 Reflection I

22

3.4.2

Cycle II

22

3.5

Instrument of Research

23

3.5.1

Test

23

3.5.2

Instrument Test for Science Skill Process

24

3.5.3

Data Reduction

24

3.6.

Data Analysis Technique

25

3.6.1

Learning Outcome Data Analyzing

25

3.6.2

Science Process Skill data Analyzing

27

3.6.3

Get Conclusion

27

CHAPTER IV RESULT AND DISCUSSION

28

4.1.

28

Results of Study

4.1.1. percentage of Learning Outcome

28

4.1.2. Student Mastery Level

29

4.1.3

Learning Completeness of Students

29

4.1.4

Science Process Skill

30

4.2

Discussion

32

4.2.1

Science Process Skill

32

4.2.2

Students Learning Outcome

33

CHAPTER V CONCLUSION AND RECOMMENDATION
5.1.
Conclusions
5.2.
Recommendation

35
35
35

REFERENCE

36

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LIST OF TABLE
Page
Table 2.1

Indicators of science process skills

10

Table 2.2

The stage of discovery learning models

14

Table 3.1

Indicators of science skill process

24

Table 3.2

Category for learning outcomes

25

Table 4.1

Percentage of learning outcomes

28

Table 4.2

The discription of students mastery level in cycle I and

29

cycle II
Table 4.3

The learning completness of students

30

Table 4.4

The average of science process skill skill in cycle I and

31

cycle II

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List of Figure
Page
Figure 2.1. The Carbon Cycle

18

Figure 2.2.Animated Nitrogen Cycle

19

Figure 4.5. Graphic of Students’ Misconception for Each Concepts

27

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List of Appendix
Page
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Appendix 5
Appendix 6
Appendix 7
Appendix 8
Appendix 9
Appendix 10
Appendix 11
Appendix 12

Learning Material of Ecosystem Topic
Syllabus
Lesson Plan Discovery Learning
Instrument Test of Students’ Learning Outcomes
Key Answer of Intrument test
Specification of Ecosystem Topic
Intrument of Science Process Skill
Rubric of Science Process Skill
Data of Students’ Pre-Test
Data of Students’ Post-Test I in Cycle I
Data of Students’ Post-Test II in Cycle II
Science Process Skill of Discovery Learning
in Cyle I
Appendix 13 Science Process Skill of Discovery Learning
in Cyle II
Appendix 14 Research of Documentation

38
56
59
72
81
82
83
88
93
94
95
96
97
100

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CHAPTER I
INTRODUCTION
1.1 Problem Statement
The quality of education in Indonesia is not so good. According to the
Education For All Global Monitoring Report 2012 issued by UNESCO, education
Indonesia is ranked 64th for education worldwide from 120 countries. Data
Education Development Index (EDI), Indonesia, in 2011 Indonesia was ranked
69th out of 127 countries.
The author conducted interviews to class X SMA N 1 Sidikalang to search
according to a variety of learning difficulties biology students. Some of the
reasons given are as follows: (1) biology is difficult to understand for many
memorizing Latin, (2) lack of facilities and equipment in the laboratory so that
inhibit students' knowledge, 3) questions given by the teacher is very difficult.
While teachers complained: (1) weakness of mastery concepts of biology, (2)
students lack enthusiasm for learning in the classroom (3) the participation of
students in the class in the following subjects is very low. Based on the interviews
that have been conducted and reflection on learning is done, the author realized
that the authors also observed a class in the teaching process when field
experience (PPL) precisely in SMA Negeri 1 Sidikalang that learning biology was
still stiff and unpleasant. Teachers also still tend to apply a teacher-centered
learning and provides exercises that much in an effort to improve the ability of
students accomplishing about the UN, and SBMPTN.
Based on the fact that the authors obtained from the interview with subject
teacher of biology in high school during Field Experience Program (PPL) time in
SMA Negeri 1 Sidikalang, students tend more to memorize the concepts, theories,
and principle without interpret the acquisition process. Learning with the lecture
method causes less active of students in the teaching -learning process. Directed
learning to memorize therefore, students are theoritically clever but poor in
aplication. Teachers have been applied some learning model such discussions
method, but the result not show progress, students held discussions method tends

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inative and can’t express their opinion, it just some students are active on
discussion, while others tend to rely on students are usually active in the class.
From the research of unstructured interviews the teachers biology at the
school, but the fact the field indicate that many students who have difficulty
studying biology. This learning difficulties impact directly or indirectly on
students' interest and motivation of the subjects of biology, as a result of teachers
have many difficulties to focus the attention of students in the learning process.
This causes the interest and motivation of students to study biological sciences
lower result in the poor quality of processes and student learning outcomes.
Ecosystem is learning about the concept, facts and process. Most students
know and understand the subject matter in concept only, and poor in process, and
the difficulty of students in studying this topic memebedakan some students can
not use the terms habitat, niche, individual, population, community, ecosystem,
biotic and abiotic factors and the students can not link the relationship between
the types of ecosystems with biotic and abiotic environmental conditions. this is
cause the students low in order to understanding the relationship between the
subject matter concept and application in daily live. Finally this given an impact
to the students learning outcomes roomates is still low and poor science process
skills.
As well as the facts discovered in student learning outcomes Biology in
SMA Negeri 1 Sidikalang still unsatisfactory. Grade X-1 is the difficulty in
understanding the material on the material especially its of the ecosystem, the
ecosystem material is material that reached the lowest value among all topics in
grade X . Facts finding in grade X-1 students remedial lessons during the daily
tests on the topic of the ecosystem by KKM (minimum completeness criteria) 79.
the students who pass the daily tests reached KKM initially as many as 11
students (32%) graduated from 34 the number of students. and a second daily test
as many as 15 students (44%) were completed and a third daily test as many as 18
students (53%). Student learning outcomes are still low. Various efforts have been
made by teachers to improve the quality of learning of biology, ranging from
improved planning and training.

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To deal with this problem needs to be implemented innovative learning
models that can increase the ability of science process skill and students learning
outcomes. Discovery learning can be used as an alternative that is expected to
develop scientifict process skill of students in subjects of biology that will
enhance the learning outcomes as well.
Ruseffendi (1984) suggests that the discovery method is a method of
teaching arranged to make children acquire knowledge that they previously did
not already know was not through notification, in which some or all of the
knowledge found himself with the help of a teacher. In line with Ruseffendi,
reveals that discovery is mental processes so that students are able to assimilate a
concept or principle. Mental processes are, among others: observing, digesting,
understanding, classifying, making allegations, explaining, measuring, making
inferences and so on . It is expected that if the students are actively involved in
finding a basic principle of their own, they will understand the concept better,
remember longer and be able to use it into another context.
Discovery learning is a technique of inquiry-based learning and is
considered a constructivist based approach to education. It is supported by the
work of learning theorists and psychologists Jean Piaget, Jerome Bruner, and
Seymour Papert. Although this form of instruction has great popularity, there is
some debate in the literature concerning its efficacy (Mayer, 2004).
Bruner argues that "Practice in discovering for oneself teaches one to
acquire information in a way that makes that information more readily viable in In
a book summarizing much of the research on discovery methods, found that
guided discovery is generally more effective than pure discovery in promoting
learning and transfer to new problems. Apparently, some students do not learn the
rule or principle under pure discovery methods, so some appropriate amount of
guidance is required to help students mentally construct the desired learning
outcome. Guided discovery is effective because it helps students meet two
important criteria for active learning: (a) activating or constructing appropriate
knowledge to be used for making sense of new incoming information and (b)
integrating new incoming information with an appropriate knowledge base.

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According Borthick and Jones (2000) states that in learning discovery,
participants learn to identify problems, solutions, seeking information relevant,
develop solution strategies, and implement the chosen strategy. In collaborative
discovery learning, participants are immersed in a community of practice, solve
problems together. Hoffman (2000) discovery learning is a teaching strategy that
can instructor utilized to increase student engagement and relevance. There are
five learning the invention comprises: a case-based learning; incidental learning;
learn to explore; learning by reflection; and simulation-based learning alone, or in
combination, which can be applied to activities and teaching skills.
The Discovery Learning more emphasis on the discovery of a concept or
principle that were previously unknown. The difference with the discovery is that
the problems that confronted discovery to students some sort of problem that is
engineered by the teacher, while on inquiry the problem is not the result of
engineering, so students must put all thoughts and skills to get the findings in the
matter through the research process.
Discovery learning can be used as alternative models in order to improve
students’ science skill process and increase students’ learning outcome. Discovery
learning model will be guided the students to find out information bt themselves,
this also influence their science skill process including: students ability to describe
result observation, classification, predict, interprest, field questions, plan
experiments, applying concept and communicating.
Based on the problem statement that describe above, the research had been
conducted with title “improving learning outcomes and science skill process in
biology with scientific approach discovery learning on ecosystem topic grade X
SMA Negeri 1 Sidikalang”.

1.2 Problem Scope
Based on the background above, problem identification in this research are
follow :
1. Students’ Learning outcome in SMA Negeri 1 Sidikalang is still under
standard and didn’t pass Minimum Competences Criteria (KKM).

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2. Teaching and learning process is still using conventional method and
discussion.
3. Science Process Skill in teaching-learning process is still low

1.3 Scope of the Study
Based on the background and identify the problems noted above, there are
many factors that affect student learning outcomes in subjects Ecosystem. so the
researchers focused on the research it conducted restrictions on the problem. In
this study, the problem is limited to the problem improving learning outcomes and
science skill process in biology with scientific approach discovery learning on
ecosystem topic grade X SMA Negeri 1 Sidikalang Academic year 2015/2016.

1.4 Research Question
Based on the problem definition above, the proposed formulation of the
problem as follows:
1.

Is the model of discovery learning can improve students’ learning outcomes
in biology on ecosystem topic grade X SMA Negeri 1 Sidikalang ?

2. Is the model of discovery learning can improve students’ science skill process
in biology on ecosystem topic grade X SMA Negeri 1 Sidikalang ?

1.5 Research Aim
The purpose of this study is to :
1.

Improve students’ learning outcomes at topic Ecosystem by using
Disscovery learning model Class X SMA Negeri 1 Sidikalang

2.

Improve students’science process skills at topic Ecosystem by using
Discovery Learning Class X SMA N 1 Sidikalang.

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1.6 Significant of research
Practically , the significance ot the research study namely, for the teacher , this
research can help to increase class management in students grouping to make
learnng activity more active and easy for students to get mastery of concept and
process in subject matter. For students, this reseacrh will be make students more
active in learning process and increasing their ability to find out the material
learning by themselves. For the next research this research useful as the
references. For the research, as an input and motivation to carry out the profession
as a teacher in tthe future.

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BAB V
CONCLUSION AND RECOMENDATION
5.1 Conclusion
Based on the result of the research that have been gained from the data,
therefore the conclusion arranged as follow :
1. Application of Discovery Learning learning model can improve science
process skills in the subjects Ecosystem in class X-1 SMA Negeri 1
Sidikalang Academic Year 2015/2016. In the first cycle skill students
should have a percentage 79.80% and the second cycle skill students
should have percentage become 88.82%.
2. Application of Discovery Learning learning model can improve student
learning outcomes in subjects Ecosystem class X-1 SMA Negeri 1
Sidikalang Academic Year 2015/2016. In the first cycle obtained 72.58
student learning outcomes, level of 47.05% classical completeness
students or 16 students out of 34 students. In the second cycle occurs
improving student learning outcomes be the 80.14 level classical
completeness of students to 82% or 28 students out of 34 students.
5.2 Recomendation
Based on the results of research conducted, the researchers of
recomendation :
1. For further research is recommended before starting a learning process in
advance discussions with subject teachers how implementing learning model
Discovery Learning, so that at the time of learning the teacher is not rigid to
give instructions to the students.
2. For teachers who wish to make learning by using learning model suggested
Discovery Learning more attention and guiding students to work in groups by
way of inactive ask each student about what she had done in groups so
students will be more motivated to complete the task in the active group ,
3. For students who learn using model suggested Discovery Learning bolder
issued their own opinion within the group so that knowledge is found in the
study group can be stored long in the memory of the student.

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