Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 314
Fettes, M. 2013. Imagination and Experience: An Integrative Framework. Democracy and Education, 21 1, Article 4.
http:democracyeducationjournal.orghome vol21iss14,
download: 12 March 2014 Hansen R.E. 2000. The Role of Experience in Learning: Giving Meaning and Authenticity to
the Learning Process in Schools.
Journal of Technology Education, 11 2, 2000: 23 - 32
Harden, R.M., Crosby, J.R., and Davis, M.H. 1999. AMEE Guide No. 14: Outcome-based education: Part 1
– An introduction to outcome-based education.
Medical Teacher
211: 7-15 Helms, M. M., J.M. Alvis, and M. Willis. 2005. Planning and Implementing Shared Teaching:
an MBA Team-Teaching Case Study.
Journal of Education for Business
811: 29-34. Howden, E. 2012 “Outdoor Experiential Educationμ Learning Through the Body,” New
Directions for Adult and Continuing Education. 134, pp. 43-51. Henderson R. W. and E.M. Landesman. 1995. Effects of thematically integrated mathematics
instruction on students of Mexican descent.
Journal of Educational Research
, 885: 290-300.
Lee A., D. Boud and R. Cohen. 2000. Experience Based Learning. Sydney:Allen Unwin Pub.
Northwest Regional Educational Laboratory. 2005. Research Based Strategy. http:www.netc.orgfocusstrategiesthem.php
Itin, C. M. 1999. Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century.
The Journal of Experiential Education
,.222: 91-98. Ozcan M. The Education We Need: Democratic, Diversified and Experiential, RIC , Issues In
Teaching and Learning, Volume 4. Rhode Island College http:www.ric.eduitlvolume_04_ozcan.php
. Diunduh tanggal 3 Penruari 2013 Soto-Lombana C., Otero J., Sanjose V. 2005. A review of conceptual change research in
science
. Journal of Science Education
, 61: 5-8 Stringer, E. 2008. Action research in education. Upper Saddle River, New Jersey: Pearson
Education Inc. The Center for teaching and Learning. 2006. Team teaching benefits and challenges. Fall,
Vol. 16, No.1. diunduh 5 April 2013 Wadkins, T., R. L. Mille, and W. Wozniak. Team Teaching: Student Satisfaction and
Performance.
Teaching of Psychology
22, no. 2, 2006: 118-20.
Wentworth J. and J. R. Davis. 2002. Enhancing Interdisciplinarity Through Team Teaching. In Carolyn Hayes, ed.
Innovations in Interdisciplinary Teaching.
Westport, CT: The
Oryx Press, diunduh tanggal 23 Maret 2013.
Proceedings of MatricesFor IITTEP – ICoMaNSEd 2015
ISBN: 978-602-74204-0-3
Physics Education Page 315
SCIENTIFIC APPROACH THROUGH DISCOVERY LEARNING MODEL USING AUTHENTIC ASSESSMENT ON PHYSICAL EDUCATION JUNIOR CLASS VII
Anneke Tienneke Rondonuwu
1
1
Physics Department, Faculty of Mathematics and Natural Science, State University of Manado, Minahasa, Indonesia
d.tulandiyahoo.co.id
Abstract In general, purpose of this research is to apply scientific approach to discovery learning model through
the use of authentic assessment to improve the quality of student learning in Physical Science Junior Class VII. Subjects in this study were students of class VII SMP Negeri 8 Manado semester
20142015 academic year. Students numbered 24 people composed of 10 male students - male and 14 female students. The method used in this research is a classroom action research, includes four stages
namely: planning, action, observation observation, and reflection evaluation. Results of study on the first cycle of 24 students in classical completeness 65 had an average value of 60.5, the second cycle
of classical increased to 72.5 on average acquisition value of 70.75 and in the third cycle `increased significantly ie classical mastery learning gains of 87.5 and an average value of 85, meaning it has
exceeded a predetermined KKM classically 85, and an individual score of 70. Activity scientific approach learning through discovery learning models include: Stimulation, 97.5 of students
diligently follow what the teacher is shown through animation simulation utilizing ICT media, Problem statement 75 of students asked questions on issues submitted by teachers, data collection is
done through group activities, amounting to 6 groups all involved and enter data, then Data Processing from 6 group have done it right, Verification and generalization from 24 students, 20 students or 5
group obtained a score of 80-100 with excellent category. While 4 students or one group obtained a score of 56-65 category enough. 92 of students responded that the implementation model of
discovery learning is very interesting, and the atmosphere is fun. The conclusion of this study that a scientific approach to learning through discovery learning models using authentic assessment
cognitive, affective and psychomotor can improve learning outcomes as a result of activities and learning processes are very good. Students responded that this model is very pleasant and preferred
students. Keywords: Discovery learning, authentic assessment, learning outcome, learning activities
1. Introduction
