THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON STUDENT LEARNING OUTCOMES OF TEMPERATURE AND HEAT IN CLASS X SMA N 4 MEDAN.
THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON
STUDENT’S LEARNING OUTCOMES OF TEMPERATURE
AND HEAT IN CLASS X SMA N 4 MEDAN
ACADEMIC YEAR 2014/2015
By :
Guruh Ryan Aulia
Reg. Number 4113322003
Bilingual Physics Education Program
THESIS
Submitted to Acquire Eliglible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
BIOGRAPHY
Guruh Ryan Aulia was born in Medan on September, 16th 1993. His father is Ir.
Aulia Agus and his mother is Sri Lestari , S.Pd . he is the first of two children. In
1998 until 2005 he joined Yayasan Perguruan Swasta Wiyata Dharma to study in
Tk, SD and SMP After graduated in 2008, he continued his study to SMA Negeri
4 Medan and graduated in 2011. In the middle of 2011, the author accepted in
Physics Bilingual Education, Physics Department, Faculty of Mathematic and
Natural Sciences, State University of Medan and graduated on J
PREFACE
Praise and thanks to Allah SWT who has give for all the graces and
blessings that provide health and wisdom to the author that this study can be
completed properly in accordance with the planned time.
Thesis entitled " The Effect of Guided Discovery Learning Model on
Student’s Learning Outcomes of Temperature and Heat in Class X SMA Negeri
4 Medan Academic Year 2014/2015 ", prepared to obtain a Bachelor's degree of
Physics Education, Faculty of Mathematics and Natural Science in State
University of Medan.
On this occasion the authors like to thank Mr. Dr. Ridwan Abdullah Sani,
M.Si as Thesis Advisor who has provided guidance and suggestions to the author
since the beginning of the study until the completion of this thesis writing. Thanks
also to Prof. Drs. Motlan Sirait, M.Sc., Ph.D, Drs. Abd Hakim, M.Si, Dr. Makmur
Sirait, M.Si, and Dr. Derlina, M.Si who have provided input and suggestions
from the research plan to complete the preparation of this thesis. Thanks also
presented to Mrs. Dr. Derlina, M.Si., as the Academic Supervisor and also the
entire Lecturer and Staff in Physics Department FMIPA UNIMED who have
helped the author. Appreciation were also presented to Headmaster in SMA N 4
Medan, and all teacher in SMA N 4 Medan who have helped during this research.
I would like to thank especially to my father Ir Aulia Agus. and my mother Sri
Lestari, S.Pd and also my Brother Garin Akbar Aulia, and all family who have
helped, prayed and gave me encouragement and funding to complete the study in
Unimed. Especially thanks to all my friends in Bilingual Physics Class 2011 who
have helped and gave suppported during my research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the repertoire of knowledge.
Medan, June 2015
Author,
Guruh Ryan Aulia
The Effect of Guided Discovery Learning Model on Student’s Learning
Outcomes of Temperature and Heat in Class X SMA Negeri 4 Medan
Academic Year 2014/2015
Guruh Ryan Aulia (Reg. Number : 4113322003)
ABSTRACT
The objectives of this research are: (1) To know the student’s learning
outcomes in physics subject after taught by Guided Discovery Learning Model.
(2) To know the student’s learning outcomes in physics subject after taught by
Conventional Learning. (3) To know the effect of Guided Discovery Learning
Model on student’s learning outcomes of Temperature and Heat in Class X SMA
Negeri 4 Medan Academic year 2014/2015
The research method was quasi experimental. The populations were all X
IPA grade students in semester II that consist of 11 classes SMA Negeri 4 Medan.
The samples of this research conduct two classes and consist of 96 students, 48
from experiment class and 48 from control class and define by random cluster
sampling.
The results that were obtained: pre-test mean value of experiment class
was 56.85 and 56.70 for control class and then post-test mean value of the
experiment class was 80.51 and 73.66 was the mean value for control class.
Standard deviation in pre-test were 9.88 in experiment class and 9.98 in control
class and standard deviation in post-test for two classes were 10.18 and 9.45 .
Normality of the test result from the both samples was normal and homogenous.
In the testing of hypothesis for pre-test, the criteria is: H0 is accepted if tcount < ttable
and H0 is rejected if tcount has another score, where ttable obtained from list of
distribution t. From the calculation of test t for concept mastery using α = 0.05,
obtained tcount = 0.07, where ttable = 1.98 . It means, experiment class and control
class have same ability. And for post-test, the criteria is : Ha is accepted if tcount >
ttable and is rejected if tcount has another score. From the calculation of t-test one
side for α = 0.05, obtained tcount = 3.42 , where ttable = 1.98 . So, there was the
effect of Guided Discovery Learning Model on Student’s Learning of Guided
Discovery Learning Model on student’s learning outcomes of Temperature and
Heat in Class X SMA Negeri 4 Medan Academic year 2014/2015. Based on
observation that done by observers with using observation sheet of student
activity, in experimental class have good category, while in the control class have
enough category. So, can be concluded that activity of students in experiment
class more active than control class.
LIST OF CONTENT
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Preface
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1 Research Background
1
1.2 Problem Identification
4
1.3 Limitation Problem
4
1.4 Problems Formulation
4
1.5 Research Objectives
4
1.6 Research Benefits
5
CHAPTER II LITERATURE REVIEW
2.1 Definition of Learning
6
2.2 Definition of Learning Model
7
2.3 Learning Purposes
8
2.4 Learning Activities
8
2.5 Learning Outcomes
9
2.6 Definition of Science
11
2.6.1 Importance of Science Teaching
11
2.6.2 Approaches to Science Teaching
12
2.6.3 Process of Science
13
2.7 Conventional Learning Model
14
2.7.1 Steps of Conventional Learning
14
2.7.2 The Advantages and Disadvantages
2.8 Discovery Learning Model
15
16
2.8.1 Aims of Discovery Learning
16
2.8.2 Syntax of Discovery Learning
17
2.8.3 The Advantages and Disadvantages
19
2.9 Teaching Material
20
Temperature and Heat
20
2.9.1 Thermometer and Temperature Measurement
20
2.9.2 Body Expansion
23
2.9.3 Heat
28
2.9.4 Heat Transfer
32
2.10 Journal about Discovery Learning Model
35
2.11 Conceptual Framework
37
2.12 Research Hypothesis
38
CHAPTER III RESEARCH METHOD
3.1 Research Location and Research Time
39
3.2 Population and Sample of the Research
39
3.2.1 Population of Research
39
3.3.2 Sample of Research
39
3.3 Research Variable
39
3.4 Type and Research Design
39
3.4.1 Type of Research
39
3.4.2 Design of Research
39
3.5 Research Instrument
40
3.5.1 Validity Test
41
3.6 Research Procedure
41
3.7 Observation
44
3.8 Data Analysis Techniques
47
3.8.1 Determine Average Value
48
3.8.2 Determine The Standard Deviation
48
3.8.3 Normality Test
48
3.8.4 Homogeneity Test
49
3.8.5 Hypothesis Test
49
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Research Result
53
4.1.1 Pre-test Data of Student in Experiment and Control Class
53
4.1.2 Post-test Data of Students in Experiment and Control Class
54
4.2 Data Analysis
54
4.2.1 Normality Test
54
4.2.2 Homogeneity Test
54
4.2.3 Hypothesis Test
55
4.3 Observation of Student’s Learning Activities
56
4.4 Discussion
56
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
62
5.2 Suggestion
62
REFERENCES
63
LIST OF TABLE
Page
Table 2.1 Syntax of Discovery Learning Model
19
Table 2.2 Kinds of Thermometer
21
Table 2.3 Coefficients of length expansion of several substances at room
Temperature
24
Table 2.4 Thermal Conductivities of substances
33
Table 3.1 The Design of the research
40
Table 3.2 The Spesification learning outcome test
41
Table 3.3 Guidelines For Scoring Observation of Student Learning
Activities in Experimental Class
44
Table 3.4 Student Activity Sheet Observation In Experiment Class
45
Table 3.5 Criteria Assessment of Student’s Activity
46
Table 3.6 Guidelines For Scoring Observation of Student Learning
Activities in Control Class
46
Table 3.7 Student Activity Sheet Observation In Control Class
47
Table 3.8 Criteria Assessment of Student’s Activity
47
Table 4.1 Pre-Test and Post-Test Score in Experiment and Control Class 53
Table 4.2 The result of normality test in experiment and control class
54
Table.4.3 Homogeneity Test Data
54
Table.4.4 Hypothesis Test of Pre-Test Data
55
Table.4.5 Hypothesis Test of Post-Test Data
55
Table 4.6 Recapitulation of students' learning activities observation
58
LIST OF FIGURE
Page
Figure 2.1 Syntax of Discovery Learning Model
19
Figure 2.2 Kinds of Thermometer
21
Figure 2.3 Length Expansion
23
Figure 2.4 Temperature and Heat Graph of ice Warming
31
Figure 2.5 Rate of Heat Conduction
33
Figure 3.1 The overview of research planning
43
Figure 4.1 Chart of category values pretest, posttest and activity
57
Figure 4.2 Graph of pretes value, post test value on student activity value 59
Figure 4.3 Graph of pretes value,Post test activity on group category value
Activity
Figure 4.4 Graph of pretes value,post test value on group activity value
60
61
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan 1st Meeting
65
Appendix 2
Lesson Plan 2nd Meeting
78
Appendix 3
Lesson Plan 3rd Meeting
92
Appendix 4
Student’s Worksheet I
106
Appendix 5
Student’s Worksheet II
109
Appendix 6
Student’s Worksheet III
111
Appendix 7
Lattice Instrument
113
Appendix 8
Research Instrument
126
Appendix 9
Key Answer of Test
130
Appendix 10 Observation of Student Learning Activity Experiment
Class
131
Appendix 11 Observation of Student Learning Activity Control Class
133
Appendix 12 Observation Student’s Activity in Experiment Class
135
Appendix 13 Observation Student’s Activity in Control Class
144
Appendix 14 Pre-test and Post-test Data in Experiment Class
153
Appendix 15 Pre-test and Post-test Data in Control Class
155
Appendix 16 Calculation of Average Score and Deviation Standard in
Experiment Class
157
Appendix 17 Calculation of Average Score and Deviation Standard in
Control Class
158
Appendix 18 Normality Test
159
Appendix 19 Homogeneity Test
165
Appendix 20 Hypothesis Test
168
Appendix 21 Research Documentation
172
Appendix 22 List of Critical Value for Liliefors
176
Appendix 23 List of Area Under Normal Curve 0 to z
177
Appendix 24 List of Percentile Value for Distribution t
178
Appendix 25 F Distribution Values
179
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result and data collection, can be concluded that:
1. Student’s learning outcomes in experiment class after taught by using
Guided Discovery Learning Model was increase and has the mean score
80.51.
2. Student’s learning outcomes in control class after taught by using
Conventional Learning also increase and has the mean score 73.66.
3. Student’s learning outcomes in experiment class was greater than student’s
learning outcomes in control class. So, Guided Discovery Learning Model
has the effect on student’s learning outcomes.
5.2 Suggestion
According to the data of student’s learning outcomes and the experience of
author when applying the Guided Discovery Learning Model in class, so the
author gives suggestion as below:
1. The implementation of the learning model in this study still needs to be
improved to get the results as expected.
2. Due to the weakness of researchers on teaching and learning activities as
well as descriptors of activity in this study it is suggested to pay more
attention to the implementation stages according to the model of Guided
Discovery Learning activities and develop a better descriptor.
REFERENCES
Akanmu, M. A., (2013), Guided-discovery Learning Strategy and Senior School
Students Performance in Mathematics in Ejigbo, Nigeria. Journal of
Education and Practice Vol.4, No.12, 2013
Balım, A., G. (2009). The Effects of Discovery Learning on Students’ Success and
Inquiry Learning Skills. Egitim Arastirmalari-Eurasian Journal of
Educational Research, 35, 1-20.
Cahyo, A. N., (2013), Teori-Teori Belajar Mengajar, Diva Press, Jogjakarta.
Cohen, M. T., (2008). The Effect of Direct Instruction versus Discovery Learning
on the Understanding of Science Lessons by Second Grade Students.
NERA Conference Proceedings.
Kanginan, M., (2006), Fisika untuk SMA Kelas XI, Erlangga, Jakarta.
Oloyede, O. I., (2010), Comparative Effect of the guided Discovery and Concept
Mapping Teaching Strategies on Students’ Chemistry Achievement.
Humanity and Social Sciences Journal
Rao, D. B., (2008), Science Process Skills of School Students, Discovery
Publishing House, New Delhi.
Rohimah, S. M., (2012), Metode Ceramah dalam Pembelajaran (Metode
Konvensional): http://www.rofayuliaazhar.com/2012/06/metode-ceramahdalam-pembelajaran.html (accessed 17 January 2015).
Sardiman, A. M., (2010), Interaksi dan Motivasi Belajar Mengajar, Raja
Grafindo Persada, Jakarta.
Sridevi, K. V., (2008), Constructivism in Science Education, Discovery
Publishing House, New Delhi.
Sudijono, A., (2009), Pengantar Evaluasi Pendikan, Rajawali Pers, Jakarta.
Sudjana, (2009), Metoda Statistika, Tarsito, Bandung.
Sudjana, (2009), Penilaian Hasil Proses Belajar Mengajar, Remaja Rosdakarya,
Bandung.
Sunardi, (2006), Fisika Bilingual untuk SMA Kelas XI, Yrama Widya, Bandung.
Trianto, (2010), Mendesain Model Pembelajaran Inovatif-Progesif, Prenada
Media, Jakarta.
Udo,
M. E., (2010). Effect of Guided-Discovery, Student- Centered
Demonstration and the Expository Instructional Strategies on Students’
Performance in Chemistry. An International Multi-Disciplinary Journal,
Ethiopia Vol. 4 (4), Serial No. 16, October, 2010
STUDENT’S LEARNING OUTCOMES OF TEMPERATURE
AND HEAT IN CLASS X SMA N 4 MEDAN
ACADEMIC YEAR 2014/2015
By :
Guruh Ryan Aulia
Reg. Number 4113322003
Bilingual Physics Education Program
THESIS
Submitted to Acquire Eliglible Sarjana Pendidikan
PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2015
BIOGRAPHY
Guruh Ryan Aulia was born in Medan on September, 16th 1993. His father is Ir.
Aulia Agus and his mother is Sri Lestari , S.Pd . he is the first of two children. In
1998 until 2005 he joined Yayasan Perguruan Swasta Wiyata Dharma to study in
Tk, SD and SMP After graduated in 2008, he continued his study to SMA Negeri
4 Medan and graduated in 2011. In the middle of 2011, the author accepted in
Physics Bilingual Education, Physics Department, Faculty of Mathematic and
Natural Sciences, State University of Medan and graduated on J
PREFACE
Praise and thanks to Allah SWT who has give for all the graces and
blessings that provide health and wisdom to the author that this study can be
completed properly in accordance with the planned time.
Thesis entitled " The Effect of Guided Discovery Learning Model on
Student’s Learning Outcomes of Temperature and Heat in Class X SMA Negeri
4 Medan Academic Year 2014/2015 ", prepared to obtain a Bachelor's degree of
Physics Education, Faculty of Mathematics and Natural Science in State
University of Medan.
On this occasion the authors like to thank Mr. Dr. Ridwan Abdullah Sani,
M.Si as Thesis Advisor who has provided guidance and suggestions to the author
since the beginning of the study until the completion of this thesis writing. Thanks
also to Prof. Drs. Motlan Sirait, M.Sc., Ph.D, Drs. Abd Hakim, M.Si, Dr. Makmur
Sirait, M.Si, and Dr. Derlina, M.Si who have provided input and suggestions
from the research plan to complete the preparation of this thesis. Thanks also
presented to Mrs. Dr. Derlina, M.Si., as the Academic Supervisor and also the
entire Lecturer and Staff in Physics Department FMIPA UNIMED who have
helped the author. Appreciation were also presented to Headmaster in SMA N 4
Medan, and all teacher in SMA N 4 Medan who have helped during this research.
I would like to thank especially to my father Ir Aulia Agus. and my mother Sri
Lestari, S.Pd and also my Brother Garin Akbar Aulia, and all family who have
helped, prayed and gave me encouragement and funding to complete the study in
Unimed. Especially thanks to all my friends in Bilingual Physics Class 2011 who
have helped and gave suppported during my research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the repertoire of knowledge.
Medan, June 2015
Author,
Guruh Ryan Aulia
The Effect of Guided Discovery Learning Model on Student’s Learning
Outcomes of Temperature and Heat in Class X SMA Negeri 4 Medan
Academic Year 2014/2015
Guruh Ryan Aulia (Reg. Number : 4113322003)
ABSTRACT
The objectives of this research are: (1) To know the student’s learning
outcomes in physics subject after taught by Guided Discovery Learning Model.
(2) To know the student’s learning outcomes in physics subject after taught by
Conventional Learning. (3) To know the effect of Guided Discovery Learning
Model on student’s learning outcomes of Temperature and Heat in Class X SMA
Negeri 4 Medan Academic year 2014/2015
The research method was quasi experimental. The populations were all X
IPA grade students in semester II that consist of 11 classes SMA Negeri 4 Medan.
The samples of this research conduct two classes and consist of 96 students, 48
from experiment class and 48 from control class and define by random cluster
sampling.
The results that were obtained: pre-test mean value of experiment class
was 56.85 and 56.70 for control class and then post-test mean value of the
experiment class was 80.51 and 73.66 was the mean value for control class.
Standard deviation in pre-test were 9.88 in experiment class and 9.98 in control
class and standard deviation in post-test for two classes were 10.18 and 9.45 .
Normality of the test result from the both samples was normal and homogenous.
In the testing of hypothesis for pre-test, the criteria is: H0 is accepted if tcount < ttable
and H0 is rejected if tcount has another score, where ttable obtained from list of
distribution t. From the calculation of test t for concept mastery using α = 0.05,
obtained tcount = 0.07, where ttable = 1.98 . It means, experiment class and control
class have same ability. And for post-test, the criteria is : Ha is accepted if tcount >
ttable and is rejected if tcount has another score. From the calculation of t-test one
side for α = 0.05, obtained tcount = 3.42 , where ttable = 1.98 . So, there was the
effect of Guided Discovery Learning Model on Student’s Learning of Guided
Discovery Learning Model on student’s learning outcomes of Temperature and
Heat in Class X SMA Negeri 4 Medan Academic year 2014/2015. Based on
observation that done by observers with using observation sheet of student
activity, in experimental class have good category, while in the control class have
enough category. So, can be concluded that activity of students in experiment
class more active than control class.
LIST OF CONTENT
Page
Ratification Sheet
i
Biography
ii
Abstract
iii
Preface
iv
List of Content
vi
List of Figure
ix
List of Table
x
List of Appendix
xi
CHAPTER I INTRODUCTION
1.1 Research Background
1
1.2 Problem Identification
4
1.3 Limitation Problem
4
1.4 Problems Formulation
4
1.5 Research Objectives
4
1.6 Research Benefits
5
CHAPTER II LITERATURE REVIEW
2.1 Definition of Learning
6
2.2 Definition of Learning Model
7
2.3 Learning Purposes
8
2.4 Learning Activities
8
2.5 Learning Outcomes
9
2.6 Definition of Science
11
2.6.1 Importance of Science Teaching
11
2.6.2 Approaches to Science Teaching
12
2.6.3 Process of Science
13
2.7 Conventional Learning Model
14
2.7.1 Steps of Conventional Learning
14
2.7.2 The Advantages and Disadvantages
2.8 Discovery Learning Model
15
16
2.8.1 Aims of Discovery Learning
16
2.8.2 Syntax of Discovery Learning
17
2.8.3 The Advantages and Disadvantages
19
2.9 Teaching Material
20
Temperature and Heat
20
2.9.1 Thermometer and Temperature Measurement
20
2.9.2 Body Expansion
23
2.9.3 Heat
28
2.9.4 Heat Transfer
32
2.10 Journal about Discovery Learning Model
35
2.11 Conceptual Framework
37
2.12 Research Hypothesis
38
CHAPTER III RESEARCH METHOD
3.1 Research Location and Research Time
39
3.2 Population and Sample of the Research
39
3.2.1 Population of Research
39
3.3.2 Sample of Research
39
3.3 Research Variable
39
3.4 Type and Research Design
39
3.4.1 Type of Research
39
3.4.2 Design of Research
39
3.5 Research Instrument
40
3.5.1 Validity Test
41
3.6 Research Procedure
41
3.7 Observation
44
3.8 Data Analysis Techniques
47
3.8.1 Determine Average Value
48
3.8.2 Determine The Standard Deviation
48
3.8.3 Normality Test
48
3.8.4 Homogeneity Test
49
3.8.5 Hypothesis Test
49
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Research Result
53
4.1.1 Pre-test Data of Student in Experiment and Control Class
53
4.1.2 Post-test Data of Students in Experiment and Control Class
54
4.2 Data Analysis
54
4.2.1 Normality Test
54
4.2.2 Homogeneity Test
54
4.2.3 Hypothesis Test
55
4.3 Observation of Student’s Learning Activities
56
4.4 Discussion
56
CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusion
62
5.2 Suggestion
62
REFERENCES
63
LIST OF TABLE
Page
Table 2.1 Syntax of Discovery Learning Model
19
Table 2.2 Kinds of Thermometer
21
Table 2.3 Coefficients of length expansion of several substances at room
Temperature
24
Table 2.4 Thermal Conductivities of substances
33
Table 3.1 The Design of the research
40
Table 3.2 The Spesification learning outcome test
41
Table 3.3 Guidelines For Scoring Observation of Student Learning
Activities in Experimental Class
44
Table 3.4 Student Activity Sheet Observation In Experiment Class
45
Table 3.5 Criteria Assessment of Student’s Activity
46
Table 3.6 Guidelines For Scoring Observation of Student Learning
Activities in Control Class
46
Table 3.7 Student Activity Sheet Observation In Control Class
47
Table 3.8 Criteria Assessment of Student’s Activity
47
Table 4.1 Pre-Test and Post-Test Score in Experiment and Control Class 53
Table 4.2 The result of normality test in experiment and control class
54
Table.4.3 Homogeneity Test Data
54
Table.4.4 Hypothesis Test of Pre-Test Data
55
Table.4.5 Hypothesis Test of Post-Test Data
55
Table 4.6 Recapitulation of students' learning activities observation
58
LIST OF FIGURE
Page
Figure 2.1 Syntax of Discovery Learning Model
19
Figure 2.2 Kinds of Thermometer
21
Figure 2.3 Length Expansion
23
Figure 2.4 Temperature and Heat Graph of ice Warming
31
Figure 2.5 Rate of Heat Conduction
33
Figure 3.1 The overview of research planning
43
Figure 4.1 Chart of category values pretest, posttest and activity
57
Figure 4.2 Graph of pretes value, post test value on student activity value 59
Figure 4.3 Graph of pretes value,Post test activity on group category value
Activity
Figure 4.4 Graph of pretes value,post test value on group activity value
60
61
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan 1st Meeting
65
Appendix 2
Lesson Plan 2nd Meeting
78
Appendix 3
Lesson Plan 3rd Meeting
92
Appendix 4
Student’s Worksheet I
106
Appendix 5
Student’s Worksheet II
109
Appendix 6
Student’s Worksheet III
111
Appendix 7
Lattice Instrument
113
Appendix 8
Research Instrument
126
Appendix 9
Key Answer of Test
130
Appendix 10 Observation of Student Learning Activity Experiment
Class
131
Appendix 11 Observation of Student Learning Activity Control Class
133
Appendix 12 Observation Student’s Activity in Experiment Class
135
Appendix 13 Observation Student’s Activity in Control Class
144
Appendix 14 Pre-test and Post-test Data in Experiment Class
153
Appendix 15 Pre-test and Post-test Data in Control Class
155
Appendix 16 Calculation of Average Score and Deviation Standard in
Experiment Class
157
Appendix 17 Calculation of Average Score and Deviation Standard in
Control Class
158
Appendix 18 Normality Test
159
Appendix 19 Homogeneity Test
165
Appendix 20 Hypothesis Test
168
Appendix 21 Research Documentation
172
Appendix 22 List of Critical Value for Liliefors
176
Appendix 23 List of Area Under Normal Curve 0 to z
177
Appendix 24 List of Percentile Value for Distribution t
178
Appendix 25 F Distribution Values
179
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result and data collection, can be concluded that:
1. Student’s learning outcomes in experiment class after taught by using
Guided Discovery Learning Model was increase and has the mean score
80.51.
2. Student’s learning outcomes in control class after taught by using
Conventional Learning also increase and has the mean score 73.66.
3. Student’s learning outcomes in experiment class was greater than student’s
learning outcomes in control class. So, Guided Discovery Learning Model
has the effect on student’s learning outcomes.
5.2 Suggestion
According to the data of student’s learning outcomes and the experience of
author when applying the Guided Discovery Learning Model in class, so the
author gives suggestion as below:
1. The implementation of the learning model in this study still needs to be
improved to get the results as expected.
2. Due to the weakness of researchers on teaching and learning activities as
well as descriptors of activity in this study it is suggested to pay more
attention to the implementation stages according to the model of Guided
Discovery Learning activities and develop a better descriptor.
REFERENCES
Akanmu, M. A., (2013), Guided-discovery Learning Strategy and Senior School
Students Performance in Mathematics in Ejigbo, Nigeria. Journal of
Education and Practice Vol.4, No.12, 2013
Balım, A., G. (2009). The Effects of Discovery Learning on Students’ Success and
Inquiry Learning Skills. Egitim Arastirmalari-Eurasian Journal of
Educational Research, 35, 1-20.
Cahyo, A. N., (2013), Teori-Teori Belajar Mengajar, Diva Press, Jogjakarta.
Cohen, M. T., (2008). The Effect of Direct Instruction versus Discovery Learning
on the Understanding of Science Lessons by Second Grade Students.
NERA Conference Proceedings.
Kanginan, M., (2006), Fisika untuk SMA Kelas XI, Erlangga, Jakarta.
Oloyede, O. I., (2010), Comparative Effect of the guided Discovery and Concept
Mapping Teaching Strategies on Students’ Chemistry Achievement.
Humanity and Social Sciences Journal
Rao, D. B., (2008), Science Process Skills of School Students, Discovery
Publishing House, New Delhi.
Rohimah, S. M., (2012), Metode Ceramah dalam Pembelajaran (Metode
Konvensional): http://www.rofayuliaazhar.com/2012/06/metode-ceramahdalam-pembelajaran.html (accessed 17 January 2015).
Sardiman, A. M., (2010), Interaksi dan Motivasi Belajar Mengajar, Raja
Grafindo Persada, Jakarta.
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