THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL TO STUDENTS LEARNINGACHIEVEMENT IN STATIC FLUID TOPIC AT CLASS X1 SMA N 1 SERDANG BEDAGAI ACADEMIC YEAR 2015/2016.
THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL TO
STUDENT’S LEARNING ACHIEVEMENT IN STATIC
FLUID TOPIC AT CLASS X1 SMA N 1 SERDANG
BEDAGAI ACADEMIC YEAR 2015/2016
by:
Astrid Pasadena Harahap
409322013
Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
iii
THE EFFECT OF GUIDED DISCOVERY LEARNING METHOD ON
STUDENT’S LEARNING ACHIEVEMENT OF STATIC FLUID
IN CLASS XI SMA NEGERI 1 SERDANG BEDAGAI
ACADEMIC YEAR 2015/2016
Astrid Pasadena Harahap (Reg. Number : 409322013)
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 achievement in physics subject after taught by
Conventional Learning, (3) to know the effect of Guided Discovery Learning
Model on student’s learning achievement of Static Fluid in Class XI SMA N 1
Serdang Bedagai Academic Year 2015/2016. The research method was quasi
experimental. The research subject were populations were all XI IPA semester II
SMA N 1 Serdang Bedagai that consist of 2 classes. Each class consist 25
students, XIIPA2 as experiment class, XIIPA1 as control class.
From data analyze results were obtained: pre-test mean value of
experiment class was 21.19 and 18.68 for control class and then post-test mean
value of the experiment class was 64.96 and 56.52 was the mean value for control
class. Standard deviation in pre-test was 3.02 in experiment class and 2.97 in
control class and standard deviation in post-test for two classes were 8.59 and
7.54. Both samples was normal distribution and homogenous. Hypothesis test for
post-test using t-test one side, the criteria is : Ha is accepted if t count > ttable and is
rejected if tcount has another score. From the calculation of t-test one side obtained
tcount = 3.89, where ttable = 2.012, t count > ttable. So, there is effect of Guided
Discovery Learning Model on Student’s Learning achievement in Static Fluid in
Class XI SMA N 1 Serdang Bedagai.
Linear equation has a value that increases slope. If seen from the graph,
the value of a at ypost=0.833x+54.05 bigger than the value of a at
ypre=0.405x+15.85. However, from the graph it appears that the value apost > a pre,
which indicates that the activity is affect the value of learning outcomes.
Key word: Guided Discovery Learning Method, student’s learning achievement,
activity.
iv
PREFACE
Alhamdulillah, 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 Method on
Student’s Learning Achievement of Static Fluid in Class XI SMA Negeri 1
Serdang Bedagai Academic Year 2015/2016", 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. Alkhafi Maas Siregar, M.Si
as Thesis Advisor who has provided guidance and suggestions to the author from
beginning of the study until the completion of this thesis writing. Thanks also to
Prof. Drs. Motlan Sirait, M.Sc., Ph.D, Mrs. Dr, Rita Juliani, M.Si, Mr. Dr. Eidi
Sihombing, M.S, who have provided input and suggestions from the research plan
to complete the preparation of this thesis. Thanks to Prof. Dr. Mara Bangun
Harahap, M.S as the Academic Supervisor and also the entire Lecturer and Staff
in
Physics
Department
FMIPA
UNIMED
who
have
helped
the
author. Appreciation was also presented to head master and all teachers in SMA
Negeri 1 Serdang Bedagai who have helped during this research.
Gratefully to my mother Armaida Siregar, my father Said Efendi, my
sister Ade Irma, S.Sos.i, who have helped, prayed and give me encouragement
and funding to complete my study in Unimed. Especially thanks to Febri
Muhamad Rozi, ST who have helped, prayed, funding, give me courage and give
supported during my study and research
The author also thanks to Bilingual Physics Class 2009: Adek Muhamad
Rahmad, Agnesia Damanik, Avolen Berlin Siahaan, Dewisari Situmorang,
Caroline Nainggolan, Evi Valentine Silalahi, Debora Betty Sitanggang, Fetriana
Simanihuruk, Jefri Waruwu, Gita Ravhani, Hanna Monika Hutabarat, Hendriko
Hutabarat, Janiar Satrini Gultom, Lucius Marbun, Mas Sandri, Pretty Tiur
Ambarita, Ribka Marito Tambunan, Rika Yulia Fitri, Rita, Rani Damanik, Riris
v
Rumahorbo, Tionar Melisa Malau. Thanks to Muhamad Ridho, M.Pd for help
during research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many mistake in content and grammar,
then the authors welcome any suggestions and constructive criticism from readers
for this for completing this thesis. The author hopes the contents of this paper
would be useful in enriching of knowledge.
Medan, August 2nd 2016
Author,
Astrid Pasadena Harahap
vi
LIST OF CONTENT
Page
Legitimating 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
3
1.3 Problem Scope
3
1.4 Problems Formulation
4
1.5 Research Objectives
4
1.6 Research Benefits
4
CHAPTER II LITERATURE REVIEW
2.1 Definition of Learning
5
2.1.1 Learning Processes
5
2.1.2 Learning Outcomes
6
2.1.3 Learning Model
7
2.2 Discovery Learning
8
2.2.1 Discovery Learning Method
9
2.2.2 Guided Discovery Learning Method
10
2.2.3 Syntax of Guided Discovery Learning
11
2.2.4 The Advantages of Discovery Learning
12
2.2.5 The Disadvantages of Discovery Learning
13
2.3 Conceptual Framework
13
vii
2.4 Research Hypothesis
14
CHAPTER III RESEARCH METHOD
3.1 Research Location and Research Time
15
3.1.1 Research Location
15
3.1.2 Research Time
15
3.2 Research Subject
15
3.3 Research Variable
15
3.4 Type and Design of Research
15
3.4.1 ResearchType
15
3.4.2 ResearchDesign
15
3.5 Research Procedure
16
3.5.1 Preparation Phase
16
3.5.2 Implementation Phase
16
3.6 Data Collection Techniques
18
3.7 Research Instrument
18
3.7.1 Content Validity
19
3.8 Data Analysis Techniques
19
3.8.1 Determine Average Value and Standard Deviation
19
3.8.2 Normality Test
20
3.8.3 Homogeneity Test
21
3.8.4 Hypothesis Test
21
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Result of Research
23
4.2 Pretest Data in Experiment and Control Class
23
4.2.1 Average Value, Standard Deviation and Variant
24
4.2.2 Normality Test
24
4.2.3 Homogeneity Test
25
4.3 Posttest Data in Experiment and Control Class
25
4.3.1 Average Value, Standard Deviation and Variant
26
4.3.2 Normality Test
26
viii
4.3.3 Homogeneity Test
27
4.4 Hypothesis Test
27
4.5 Discussion
28
CHAPTER V CONCLUSION AND SUGESSTION
5.1 Conclusion
32
5.2 Suggestion
32
REFERENCES
33
ix
LIST OF FIGURE
Page
Figure 3.1 Flowchart of research
17
Figure 4.1 Bar chart of pretest data in experiment and control class
24
Figure 4.2 Bar chart of posttest data in experiment and control class
26
Figure 4.3 Graph of pretest value and post test of students in control class 29
Figure 4.4 Graph of pretest value and post test of students in Experiment
class
30
x
LIST OF TABLE
Page
Table 2.1 Structure of the cognitive process dimension of revised
Bloom Taxonomy
7
Table 2.1 Syntax of Guided Discovery Learning
12
Table 3.1 the design of experiment
16
Table 3.2 Specification learning outcome test
18
Table 4.1 Pretest data of control class and experiment class
24
Table 4.2 Average value, standard deviation, and variant of pretest data
24
Table 4.3 Normality test data of pretest data
25
Table 4.4 Homogeneity test data of pretest data
25
Table 4.5 Posttest data of control class and experiment class
26
Table 4.6 Average value, standard deviation, and variant of posttest data
27
Table 4.7 Normality test data of posttest data
27
Table 4.8 Homogeneity test data of posttest data
27
Table 4.9 Hypothesis test for posttest data
28
xi
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan 1st Meeting
35
Appendix 2
Lesson Plan 2nd Meeting
40
Appendix 3
Lesson Plan 3rd Meeting
45
Appendix 4
Student’s Worksheet I
50
Appendix 5
Student’s Worksheet II
53
Appendix 6
Student’s Worksheet III
56
Appendix 7
Lattice of Research Instrument of Static Fluid
59
Appendix 8
Research Instrument
66
Appendix 9
Assessment of Pretest Data in Control Class
67
Appendix 10 Assessment of Pretest Data in Experiment Class
68
Appendix 11 Assessment of Posttest Data in Control Class
69
Appendix 12 Assessment of Posttest Data in Experiment Class
70
Appendix 13 Worksheet Value of Experiment Class
71
Appendix 14 Pre-test and Post-test Data in Control Class
72
Appendix 15 Pre-test and Post-test Data in Experiment Class
73
Appendix 16 Interval Calculation of Pretest and Posttest Data
74
Appendix 17 Pre-test Data Analyze
75
Appendix 18 Post-test Data Analyze
78
Appendix 19 Hypothesis Test
81
Appendix 20 List of Critical Value for Liliefors
84
Appendix 21 List of Percentile Value for Distribution t
85
Appendix 22 List of Area under Normal Curve 0 to z
86
Appendix 23 F Distribution Values
87
Appendix 24 Research Documentation
89
1
CHAPTER I
INTRODUCTION
1.1 Background
Science is the body of knowledge that describes the order within nature
and the causes of that order, science is an ongoing human activity that represents
the collective efforts, findings, and wisdom of the human race, an activity that is
dedicated to gathering knowledge about the world and organizing and condensing
it into testable laws and theories (Hewitt, 2006).
Science is a field of endeavor as exciting and aesthetically rich as literature
and art. A new teaching and learning paradigm is necessary to convince students
science is more than a collection of laws and equations in a textbook. Students
must given opportunity to explore, to try, even to play and enjoy "on their own" in
much the same fashion that scientists do research in labs (Obstrovsky,1991).
In Indonesia, physics subject usually taught in junior and senior high
school as one of the main subject. Physics is more than a part of the physical
sciences. It is the basic science; it's about the nature of basic things. The concepts
of physics reach up to these more complicated sciences. That's why physics is the
most basic science. An understanding of science begins with an understanding of
physics (Hewitt, 2006).
Based on preliminary observation on student at SMA N 1 Serdang
Bedagai, 86.05% of student said physics is an attractive subject and 48.84%
student enthusiast to learning physics because of teacher learning method is
interesting to them. Teacher use several learning method like CTL, Discussion,
and solve question with simple equation. Student active ask question to teacher.
Students more often only had given ready-to-use-formulas without understanding
the meaning of these. Students are used to answer the question with routine
procedures, so that when a given problem is a little different then the student will
be confusion. This fact leads the situation where average student learning
outcomes is 57 while Minimum Standard (KKM) is 75.
2
The result of preliminary observation showed that there are some
problems: 1) Teacher make group of student but the learning activity is writing
and give example question; 2) school do not have physics laboratory or provide
enough tool and instrument 3) Teacher only once a while bring physics
instruments to help student understand the concept; 4) Teacher often use simple
formula problem solving method because he think student will easier to
understand but when problem modified student become confuse and learning
outcome low.
Learning physics has been less providing change for students to
understand the physics they are studying. The main focus of learning physics for
this is to get an answer. The students rely entirely on the teacher to determine
whether the answer is correct. So that every physics lesson presented in class are
more dictate. It is possible students earn high scores, but they are not good
thinkers in the class and will have difficulty in solving physics problems,
especially for problems solving. That will further obstruct the student’s creative
ability.
To overcome the above problems and to achieve the educational goals to
the maximum, the teacher's role is very important and teachers are expected to
have a good model of teaching and able to choose appropriate learning method
and suitable with the concepts of the subjects that will be delivered.
It required an effort in order to improve the quality of education and
teaching, one of the efforts is choose the strategy or the way in delivering course
material in order to obtain an increase in student achievement, particularly physics
subject. For example, by guiding students to jointly engage actively in the
learning process and is able to help students develop in accordance with the
intellectual level will further strengthen students' understanding of the concepts
being taught. This requires understanding of the interests and motivations.
Without the interest indicates that students do not have the motivation to learn. To
that end, teachers must give injections in the form of motivation so with the help
of students can get out of trouble learning (Van Joolingen, 1999).
3
In learning physics, students should be given the opportunity to discover
his own facts and concepts, which involve the students learning process, can be
created by teachers, one of which is through the method of discovery. Discovery
method is a way of developing active learning to find their own students,
investigating their own, then the results obtained will be long-lasting in the
memory and can improve students' thinking processes. The most fundamental
differences of discovery learning different from traditional forms of learning are
1) learning is active rather than passive 2) learning is process-oriented rather than
content-oriented, 3) failure is important, 4) feedback is necessary and 5)
understanding is deeper (Papert, 2000).
Learning becomes more meaningful when students explore their learning
environments rather than listen passively to teachers (Bruce, 2003).
Based on the background above, researcher is interested to take one
research with title: "THE EFFECT OF GUIDED DISCOVERY LEARNING
MODEL TO STUDENT'S LEARNING ACHIEVEMENT IN STATIC
FLUID TOPIC AT CLASS X1 SMA N 1 SERDANG BEDAGAI
ACADEMIC YEAR 2015/2016"
1.2 Problem Identification
Based on the background above, problems can be identified as follows:
1. Student’s ability to solve modified problems is low
2. Physics tool and instrument provided by school is deficient
3. Student’s didn’t have experiment experience
4. Student’s learning outcome is under Minimum Standard (KKM)
1.3 Problem Scope
Problems that developed in this paper should be limited to provide a clear
description of the issues that will be reviewed. In accordance by problem
identification, problems scopes of this paper are:
1. The method applied in this research is Guided Discovery Learning Model
2. Subject matter is Static fluid topic
3. Learning outcomes that will be examined only on cognitive aspect
4
4. The research conducted at class XI of SMA N 1 Serdang Bedagai
Academic Year 2015/2016
1.4 Problem Formulation
The problem formulation in this research is:
1. How the student’s learning outcomes after taught by Guided Discovery
Learning Model?
2. How the student’s learning outcomes after taught by Conventional
Learning?
3. How the effect of guided discovery learning model of the students’
achievement in static fluid topic at class XI SMA N 1 Serdang Bedagai
academic year 2015/2016?
1.5 Objective
Based on problem formulation, the objective to achieve in this research is:
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 to the student’s
learning achievement in static fluid topic at class XI SMA N 1 Serdang
Bedagai academic year 2015/2016.
1.6 Benefits
From this research are expected to obtain the benefits as follows:
1. For school: Provide input for develop learning process to increase creative
thinking ability of student class XI SMA N 1 Serdang Bedagai so that
increase education source to produce qualified graduates.
2. For teacher: motivate creativity and teacher activity in implement method
of teaching. Motivate teachers to develop more guided discovery method
on another concept.
3. For student: Increase student’s creative thinking ability in learning
physics.
32
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result, data analysis, and discussion can be concluded
that:
1. Student’s learning achievemnt in experiment class using Guided
Discovery Learning Model was increase from 21.19 to 64.96.
2. Student’s learning achievement in control class using Conventional
Learning also increase from 18.62 to 56.62.
3. The avarage value of student’s learning achievement in experiment class
using Guided Discovery Learning Model is higher than students in control
class using conventional learning model. Based on the result of data
analysis on hypohesis test using t-test one side, obtained tcount > t table , 3.89
> 2.012, that means there are effect of student’s learning achievement
using guided discovery learning model in static fluid topic at class XI
SMA N 1 Serdang Bedagai.
5.2 Suggestion
Based on research result and discussion before, research gives suggestions as
below:
1. For further research to use time efficiently and effectively thus the data
collection and generalization syntax in guided discovery learning model
can achieved and occurs better
2. For futher research to give more attention and guidance to student who
less active in learning process.
3. 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.
33
REFERENCES
Arends, R., (2012), Learning to Teach Ninth Edition, Mc.Graw-Hill, New York
Akanmu, A., (2014), Guided-discovery Learning Strategy and Senior School
Students Performance in Mathematics in Ejigbo, Nigeria. Journal of
Education and Practice, 4 :12
Balım, A., (2015). The Effects of Discovery Learning on Students’ Success
and
Inquiry Learning Skills. Egitim Arastirmalari-Eurasian Journal of
Educational Research, 35: 1-20
Bilgin, I., (2013) The Effects of Discovery Learning Skill on University
Students’ Performance of Conceptual and Quantitative
Problems
in
Gas Concepts, Eurasia Journal of Mathematics, Science & Technology
Education 5: 153-164
Bueche, F., (2006), Schaum’s Outline : College
Physics, Mc. Graw Hill, New
York
Bruner, J., (1990), Act of Meaning, President and Fellow of Harvard College,
USA
Bruner, J., (1999), The Process of Education, President and Fellow of Harvard
College, USA
Cohen, M., (2014). The Effect of Direct Instruction versus Discovery Learning on
the Understanding of Science Lessons by Second Grade Students. NERA
Conference Proceeding
Dewey, J., (1938), Logic : The Theory of Inquiry, Henry Holt Company, New
York
FKIP UNLAM (2011), http://fisikahappy.wordpress.com/category/pembelajaran/
penemuan-terbimbing/ (accessed January 2016)
Gultom, S., (2013), The Effect Of Problem Based Learning Outcomes In Static
Fluid Topic For Class XI At SMA Negeri 3 Medan Academic
Year2012/2013., Skripsi, FMIPA, Unimed, Medan
Haryadi, B., (2009), Fisika : Untuk SMA/MA Kelas XI, Pusat Perbukuan
Departemen Pendidikan Nasional, Jakarta
Hewitt, G., (2006), Conceptual Physics, Tenth Edition, Pearson Addison
Wesley, San Fransisco.
de Jong, T., (1991), Scientific Discovery Learning with Computr Simulations of
Conceptual Domains, Education and Computing, 6: 217-229
van Joolingen, W., (1999), Cognitive Tools for Discovery Learning,
International Journal of Artifisial Intelligence in Education, 10: 385-397
Joyce, B., (2003), Models of Teaching, Prentice Hall
International, Inc,
New Jersey
Kharida, L., (2015), Penerapan Model
Pembelajaran Penemuan Terbimbing
Untuk Peningkatan Hasil Belajar
Siswa Pada
Pokok
Bahasan
Elastisitas Bahan, Jurnal Pendidikan Fisika Indonesia, 5: 83-89
Klahr, D., (2000), Exploring Science: The Cognition and Development of
Discovery Processes, Bradford Books
34
Krathwohl, D., (2002), An Overview Revised Bloom Taxonomy, Theory Into
Practice, 42: 4
Lesch, S., (2016), Learning Outcomes: Learning Achieved by the End of a
Course Or Program Knowledge- Skill- Attitude, George Brown College:
http://liad.gbrownc.on.ca/programs/InsAdult/currlo.wrd
Newman, J., (2008), Physics of The Life Science, Springer, New York
Obstrovsky, B., (1991), Learning Science Trough Guided Discovery,
Physica A. 77: 281-293
Oloyede, I., (2015), Comparative Effect of the guided Discovery and Concept
Mapping Teaching Strategies on Students’ Chemistry Achievement.
Humanity and Social Sciences Journal
Papert, S., (2002), What’s the Big Idea? Towards a Pedagogy of Idea Power. IBM
System Journal. 39: 720-729
Schiering, M., (2011), Teaching and Learning: A Model for Academic
and
Social Cognition, Rowman and Littlefield Publisher, Maryland
Schunk, D., (2012), Learning Theories: An Educational Prespective,
Pearson Education inc, Boston
Siahaan, B., (2014), The Effect Of Guided Discovery Model On Student’s
Achievement At Light Topic In 11 th Grade SMA Negeri 1 Tebing Tinggi
A.Y 2013/2014., Skripsi, FMIPA, Unimed, Medan
Sitanggang, N., (2015), Pengaruh Model Penemuan Terbimbing Terhadap Hasil
Belajar Siswa Pada Materi Pokok Kesetimbangan Benda Tegar Di Kelas
XI MAN 1 Medan.,Skripsi, FMIPA, Unimed, Medan
Sudjana, (2002), Metode statistika, Penerbit Tarsito, Bandung
Sutman, F., (2008), The
Science Quest Using Inquiry/Discovery to Enhance
Student, San Francisco, Jhon Willey & Sons, Inc
Truong, J., (2005), Physics 12, Mc. Graw Hill Ryerson, USA
Udo, M., (2014). Effect of Guided-Discovery, Student- Centered Demonstration
and the Expository Instructional Strategies on Students’ Performance in
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(4), Serial No. 16
Winataputra, U., (2007), Teori Belajar dan Pembelajaaran. Universitas
Terbuka, Jakarta
Zitzewitz, Paul., (2005), Physics : Principle and Problems, Mc.
Graw
Hill
Glencoe Science, USA
STUDENT’S LEARNING ACHIEVEMENT IN STATIC
FLUID TOPIC AT CLASS X1 SMA N 1 SERDANG
BEDAGAI ACADEMIC YEAR 2015/2016
by:
Astrid Pasadena Harahap
409322013
Bilingual Physics Education Program
THESIS
Submitted to Acquires Eligible
Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016
iii
THE EFFECT OF GUIDED DISCOVERY LEARNING METHOD ON
STUDENT’S LEARNING ACHIEVEMENT OF STATIC FLUID
IN CLASS XI SMA NEGERI 1 SERDANG BEDAGAI
ACADEMIC YEAR 2015/2016
Astrid Pasadena Harahap (Reg. Number : 409322013)
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 achievement in physics subject after taught by
Conventional Learning, (3) to know the effect of Guided Discovery Learning
Model on student’s learning achievement of Static Fluid in Class XI SMA N 1
Serdang Bedagai Academic Year 2015/2016. The research method was quasi
experimental. The research subject were populations were all XI IPA semester II
SMA N 1 Serdang Bedagai that consist of 2 classes. Each class consist 25
students, XIIPA2 as experiment class, XIIPA1 as control class.
From data analyze results were obtained: pre-test mean value of
experiment class was 21.19 and 18.68 for control class and then post-test mean
value of the experiment class was 64.96 and 56.52 was the mean value for control
class. Standard deviation in pre-test was 3.02 in experiment class and 2.97 in
control class and standard deviation in post-test for two classes were 8.59 and
7.54. Both samples was normal distribution and homogenous. Hypothesis test for
post-test using t-test one side, the criteria is : Ha is accepted if t count > ttable and is
rejected if tcount has another score. From the calculation of t-test one side obtained
tcount = 3.89, where ttable = 2.012, t count > ttable. So, there is effect of Guided
Discovery Learning Model on Student’s Learning achievement in Static Fluid in
Class XI SMA N 1 Serdang Bedagai.
Linear equation has a value that increases slope. If seen from the graph,
the value of a at ypost=0.833x+54.05 bigger than the value of a at
ypre=0.405x+15.85. However, from the graph it appears that the value apost > a pre,
which indicates that the activity is affect the value of learning outcomes.
Key word: Guided Discovery Learning Method, student’s learning achievement,
activity.
iv
PREFACE
Alhamdulillah, 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 Method on
Student’s Learning Achievement of Static Fluid in Class XI SMA Negeri 1
Serdang Bedagai Academic Year 2015/2016", 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. Alkhafi Maas Siregar, M.Si
as Thesis Advisor who has provided guidance and suggestions to the author from
beginning of the study until the completion of this thesis writing. Thanks also to
Prof. Drs. Motlan Sirait, M.Sc., Ph.D, Mrs. Dr, Rita Juliani, M.Si, Mr. Dr. Eidi
Sihombing, M.S, who have provided input and suggestions from the research plan
to complete the preparation of this thesis. Thanks to Prof. Dr. Mara Bangun
Harahap, M.S as the Academic Supervisor and also the entire Lecturer and Staff
in
Physics
Department
FMIPA
UNIMED
who
have
helped
the
author. Appreciation was also presented to head master and all teachers in SMA
Negeri 1 Serdang Bedagai who have helped during this research.
Gratefully to my mother Armaida Siregar, my father Said Efendi, my
sister Ade Irma, S.Sos.i, who have helped, prayed and give me encouragement
and funding to complete my study in Unimed. Especially thanks to Febri
Muhamad Rozi, ST who have helped, prayed, funding, give me courage and give
supported during my study and research
The author also thanks to Bilingual Physics Class 2009: Adek Muhamad
Rahmad, Agnesia Damanik, Avolen Berlin Siahaan, Dewisari Situmorang,
Caroline Nainggolan, Evi Valentine Silalahi, Debora Betty Sitanggang, Fetriana
Simanihuruk, Jefri Waruwu, Gita Ravhani, Hanna Monika Hutabarat, Hendriko
Hutabarat, Janiar Satrini Gultom, Lucius Marbun, Mas Sandri, Pretty Tiur
Ambarita, Ribka Marito Tambunan, Rika Yulia Fitri, Rita, Rani Damanik, Riris
v
Rumahorbo, Tionar Melisa Malau. Thanks to Muhamad Ridho, M.Pd for help
during research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many mistake in content and grammar,
then the authors welcome any suggestions and constructive criticism from readers
for this for completing this thesis. The author hopes the contents of this paper
would be useful in enriching of knowledge.
Medan, August 2nd 2016
Author,
Astrid Pasadena Harahap
vi
LIST OF CONTENT
Page
Legitimating 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
3
1.3 Problem Scope
3
1.4 Problems Formulation
4
1.5 Research Objectives
4
1.6 Research Benefits
4
CHAPTER II LITERATURE REVIEW
2.1 Definition of Learning
5
2.1.1 Learning Processes
5
2.1.2 Learning Outcomes
6
2.1.3 Learning Model
7
2.2 Discovery Learning
8
2.2.1 Discovery Learning Method
9
2.2.2 Guided Discovery Learning Method
10
2.2.3 Syntax of Guided Discovery Learning
11
2.2.4 The Advantages of Discovery Learning
12
2.2.5 The Disadvantages of Discovery Learning
13
2.3 Conceptual Framework
13
vii
2.4 Research Hypothesis
14
CHAPTER III RESEARCH METHOD
3.1 Research Location and Research Time
15
3.1.1 Research Location
15
3.1.2 Research Time
15
3.2 Research Subject
15
3.3 Research Variable
15
3.4 Type and Design of Research
15
3.4.1 ResearchType
15
3.4.2 ResearchDesign
15
3.5 Research Procedure
16
3.5.1 Preparation Phase
16
3.5.2 Implementation Phase
16
3.6 Data Collection Techniques
18
3.7 Research Instrument
18
3.7.1 Content Validity
19
3.8 Data Analysis Techniques
19
3.8.1 Determine Average Value and Standard Deviation
19
3.8.2 Normality Test
20
3.8.3 Homogeneity Test
21
3.8.4 Hypothesis Test
21
CHAPTER IV RESEARCH RESULT AND DISCUSSION
4.1 Result of Research
23
4.2 Pretest Data in Experiment and Control Class
23
4.2.1 Average Value, Standard Deviation and Variant
24
4.2.2 Normality Test
24
4.2.3 Homogeneity Test
25
4.3 Posttest Data in Experiment and Control Class
25
4.3.1 Average Value, Standard Deviation and Variant
26
4.3.2 Normality Test
26
viii
4.3.3 Homogeneity Test
27
4.4 Hypothesis Test
27
4.5 Discussion
28
CHAPTER V CONCLUSION AND SUGESSTION
5.1 Conclusion
32
5.2 Suggestion
32
REFERENCES
33
ix
LIST OF FIGURE
Page
Figure 3.1 Flowchart of research
17
Figure 4.1 Bar chart of pretest data in experiment and control class
24
Figure 4.2 Bar chart of posttest data in experiment and control class
26
Figure 4.3 Graph of pretest value and post test of students in control class 29
Figure 4.4 Graph of pretest value and post test of students in Experiment
class
30
x
LIST OF TABLE
Page
Table 2.1 Structure of the cognitive process dimension of revised
Bloom Taxonomy
7
Table 2.1 Syntax of Guided Discovery Learning
12
Table 3.1 the design of experiment
16
Table 3.2 Specification learning outcome test
18
Table 4.1 Pretest data of control class and experiment class
24
Table 4.2 Average value, standard deviation, and variant of pretest data
24
Table 4.3 Normality test data of pretest data
25
Table 4.4 Homogeneity test data of pretest data
25
Table 4.5 Posttest data of control class and experiment class
26
Table 4.6 Average value, standard deviation, and variant of posttest data
27
Table 4.7 Normality test data of posttest data
27
Table 4.8 Homogeneity test data of posttest data
27
Table 4.9 Hypothesis test for posttest data
28
xi
LIST OF APPENDIX
Page
Appendix 1
Lesson Plan 1st Meeting
35
Appendix 2
Lesson Plan 2nd Meeting
40
Appendix 3
Lesson Plan 3rd Meeting
45
Appendix 4
Student’s Worksheet I
50
Appendix 5
Student’s Worksheet II
53
Appendix 6
Student’s Worksheet III
56
Appendix 7
Lattice of Research Instrument of Static Fluid
59
Appendix 8
Research Instrument
66
Appendix 9
Assessment of Pretest Data in Control Class
67
Appendix 10 Assessment of Pretest Data in Experiment Class
68
Appendix 11 Assessment of Posttest Data in Control Class
69
Appendix 12 Assessment of Posttest Data in Experiment Class
70
Appendix 13 Worksheet Value of Experiment Class
71
Appendix 14 Pre-test and Post-test Data in Control Class
72
Appendix 15 Pre-test and Post-test Data in Experiment Class
73
Appendix 16 Interval Calculation of Pretest and Posttest Data
74
Appendix 17 Pre-test Data Analyze
75
Appendix 18 Post-test Data Analyze
78
Appendix 19 Hypothesis Test
81
Appendix 20 List of Critical Value for Liliefors
84
Appendix 21 List of Percentile Value for Distribution t
85
Appendix 22 List of Area under Normal Curve 0 to z
86
Appendix 23 F Distribution Values
87
Appendix 24 Research Documentation
89
1
CHAPTER I
INTRODUCTION
1.1 Background
Science is the body of knowledge that describes the order within nature
and the causes of that order, science is an ongoing human activity that represents
the collective efforts, findings, and wisdom of the human race, an activity that is
dedicated to gathering knowledge about the world and organizing and condensing
it into testable laws and theories (Hewitt, 2006).
Science is a field of endeavor as exciting and aesthetically rich as literature
and art. A new teaching and learning paradigm is necessary to convince students
science is more than a collection of laws and equations in a textbook. Students
must given opportunity to explore, to try, even to play and enjoy "on their own" in
much the same fashion that scientists do research in labs (Obstrovsky,1991).
In Indonesia, physics subject usually taught in junior and senior high
school as one of the main subject. Physics is more than a part of the physical
sciences. It is the basic science; it's about the nature of basic things. The concepts
of physics reach up to these more complicated sciences. That's why physics is the
most basic science. An understanding of science begins with an understanding of
physics (Hewitt, 2006).
Based on preliminary observation on student at SMA N 1 Serdang
Bedagai, 86.05% of student said physics is an attractive subject and 48.84%
student enthusiast to learning physics because of teacher learning method is
interesting to them. Teacher use several learning method like CTL, Discussion,
and solve question with simple equation. Student active ask question to teacher.
Students more often only had given ready-to-use-formulas without understanding
the meaning of these. Students are used to answer the question with routine
procedures, so that when a given problem is a little different then the student will
be confusion. This fact leads the situation where average student learning
outcomes is 57 while Minimum Standard (KKM) is 75.
2
The result of preliminary observation showed that there are some
problems: 1) Teacher make group of student but the learning activity is writing
and give example question; 2) school do not have physics laboratory or provide
enough tool and instrument 3) Teacher only once a while bring physics
instruments to help student understand the concept; 4) Teacher often use simple
formula problem solving method because he think student will easier to
understand but when problem modified student become confuse and learning
outcome low.
Learning physics has been less providing change for students to
understand the physics they are studying. The main focus of learning physics for
this is to get an answer. The students rely entirely on the teacher to determine
whether the answer is correct. So that every physics lesson presented in class are
more dictate. It is possible students earn high scores, but they are not good
thinkers in the class and will have difficulty in solving physics problems,
especially for problems solving. That will further obstruct the student’s creative
ability.
To overcome the above problems and to achieve the educational goals to
the maximum, the teacher's role is very important and teachers are expected to
have a good model of teaching and able to choose appropriate learning method
and suitable with the concepts of the subjects that will be delivered.
It required an effort in order to improve the quality of education and
teaching, one of the efforts is choose the strategy or the way in delivering course
material in order to obtain an increase in student achievement, particularly physics
subject. For example, by guiding students to jointly engage actively in the
learning process and is able to help students develop in accordance with the
intellectual level will further strengthen students' understanding of the concepts
being taught. This requires understanding of the interests and motivations.
Without the interest indicates that students do not have the motivation to learn. To
that end, teachers must give injections in the form of motivation so with the help
of students can get out of trouble learning (Van Joolingen, 1999).
3
In learning physics, students should be given the opportunity to discover
his own facts and concepts, which involve the students learning process, can be
created by teachers, one of which is through the method of discovery. Discovery
method is a way of developing active learning to find their own students,
investigating their own, then the results obtained will be long-lasting in the
memory and can improve students' thinking processes. The most fundamental
differences of discovery learning different from traditional forms of learning are
1) learning is active rather than passive 2) learning is process-oriented rather than
content-oriented, 3) failure is important, 4) feedback is necessary and 5)
understanding is deeper (Papert, 2000).
Learning becomes more meaningful when students explore their learning
environments rather than listen passively to teachers (Bruce, 2003).
Based on the background above, researcher is interested to take one
research with title: "THE EFFECT OF GUIDED DISCOVERY LEARNING
MODEL TO STUDENT'S LEARNING ACHIEVEMENT IN STATIC
FLUID TOPIC AT CLASS X1 SMA N 1 SERDANG BEDAGAI
ACADEMIC YEAR 2015/2016"
1.2 Problem Identification
Based on the background above, problems can be identified as follows:
1. Student’s ability to solve modified problems is low
2. Physics tool and instrument provided by school is deficient
3. Student’s didn’t have experiment experience
4. Student’s learning outcome is under Minimum Standard (KKM)
1.3 Problem Scope
Problems that developed in this paper should be limited to provide a clear
description of the issues that will be reviewed. In accordance by problem
identification, problems scopes of this paper are:
1. The method applied in this research is Guided Discovery Learning Model
2. Subject matter is Static fluid topic
3. Learning outcomes that will be examined only on cognitive aspect
4
4. The research conducted at class XI of SMA N 1 Serdang Bedagai
Academic Year 2015/2016
1.4 Problem Formulation
The problem formulation in this research is:
1. How the student’s learning outcomes after taught by Guided Discovery
Learning Model?
2. How the student’s learning outcomes after taught by Conventional
Learning?
3. How the effect of guided discovery learning model of the students’
achievement in static fluid topic at class XI SMA N 1 Serdang Bedagai
academic year 2015/2016?
1.5 Objective
Based on problem formulation, the objective to achieve in this research is:
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 to the student’s
learning achievement in static fluid topic at class XI SMA N 1 Serdang
Bedagai academic year 2015/2016.
1.6 Benefits
From this research are expected to obtain the benefits as follows:
1. For school: Provide input for develop learning process to increase creative
thinking ability of student class XI SMA N 1 Serdang Bedagai so that
increase education source to produce qualified graduates.
2. For teacher: motivate creativity and teacher activity in implement method
of teaching. Motivate teachers to develop more guided discovery method
on another concept.
3. For student: Increase student’s creative thinking ability in learning
physics.
32
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Based on research result, data analysis, and discussion can be concluded
that:
1. Student’s learning achievemnt in experiment class using Guided
Discovery Learning Model was increase from 21.19 to 64.96.
2. Student’s learning achievement in control class using Conventional
Learning also increase from 18.62 to 56.62.
3. The avarage value of student’s learning achievement in experiment class
using Guided Discovery Learning Model is higher than students in control
class using conventional learning model. Based on the result of data
analysis on hypohesis test using t-test one side, obtained tcount > t table , 3.89
> 2.012, that means there are effect of student’s learning achievement
using guided discovery learning model in static fluid topic at class XI
SMA N 1 Serdang Bedagai.
5.2 Suggestion
Based on research result and discussion before, research gives suggestions as
below:
1. For further research to use time efficiently and effectively thus the data
collection and generalization syntax in guided discovery learning model
can achieved and occurs better
2. For futher research to give more attention and guidance to student who
less active in learning process.
3. 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.
33
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