THE EFFECT OF GUIDED DISCOVERY LEARNING METHOD ON STUDENT’S LEARNING OUTCOMES OF LINEAR MOTION IN CLASS X SMA NEGERI 2 PEMATANGSIANTAR ACADEMIC YEAR 2015/2016.

THE EFFECT OF GUIDED DISCOVERY LEARNING METHOD ON
STUDENT’S LEARNING OUTCOMES OF LINEAR MOTION
IN CLASS X SMA NEGERI 2 PEMATANGSIANTAR
ACADEMIC YEAR 2015/2016

By:
Indra Negara Siahaan
Reg. Number 4103322012
Bilingual Physics Education Program

THESIS

THESIS

Submitted to Acquires Eligible
Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCE
STATE UNIVERSITY OF MEDAN
MEDAN
2016

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BIOGRAPHY

Indra Negara Siahaan was born in Padang on Juni, 9th 1992. His father is Toga
Siahaan,S.E and his mother is Netty Siburian. He is the third of three children. In
1997, she joined TK Shandy Putra and then continued her study at SD Budi Mulia
2 in 1998. After graduated from elementary school in 2004, He continued her
study to SMP Budi Mulia and graduated in 2007. Later the author continued her
study to SMA Negeri 3 Pematangsiantar and graduated in 2010. In the middle of
2010, the author accepted in Physics Bilingual Education, Physics Department,
Faculty of Mathematic and Natural Sciences, State University of Medan and
graduated on June, 12 th 2016.

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THE EFFECT OF GUIDED DISCOVERY LEARNING METHOD ON
STUDENT’S LEARNING OUTCOMES OF LINEAR
MOTION IN CLASS X SMA NEGERI 2

PEMATANGSIANTAR
ACADEMIC YEAR
2015/2016

Indra Negara Siahaan (Reg. Number : 4103322012)
ABSTRACT
The objectives of this research are: (1) To know the student’s learning
outcomes in physics subject after taught by Guided Discovery Learning Method.
(2) To know the student’s learning outcomes in physics subject after taught by
Conventional Learning Method. (3) To know the effect of Guided Discovery
Learning Method on student’s learning outcomes of Linear Motion in Class X
SMA Negeri 2 Pematangsiantar Academic Year 2015/2016.
The research method was quasi experimental. The populations were all X
grade students in semester I that consist of 9 classes SMA Negeri 2
Pematangsiantar. The samples of this research conduct two classes and consist of
80 students, 40 from experiment class and 40 from control class and define by
random cluster sampling.
The results that were obtained: pre-test mean value of experiment class
was 44.1 and 43.05 for control class and then post-test mean value of the
experiment class was 82.12 and 77.1 was the mean value for control class.

Standard deviation in pre-test were 14.43 in experiment class and 15.05 in control
class and standard deviation in post-test for two classes were 10.82 and 9.83.
Normality of the test result from the both samples was normal and homogenous.
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 = tcount = 3.09 where ttable = 1.994. So, there was the effect of Guided
Discovery Learning Model on Student’s Learning Outcomes of Linear Motion in
Class X SMA Negeri 2 Pematangsiantar. Based on observation that done by
observers with using observation sheet of student activity, conclude that activity
of students in experiment class more active than control class.

Key word: Guided Discovery Learning Method, student’s learning outcomes,
activity.

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PREFACE

Praise and thanks to Jesus 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 Outcomes of Linear Motion in Class X SMA Negeri 2
Pematangsiantar 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. Dr. Ridwan A Sani, Msi 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
Alkhafi M.Siregar, M.Si, Drs. Abd Hakim, M.Si, Drs.,Rahmatsyah, M.Si, who
have provided input and suggestions from the research plan to complete the
preparation of this thesis. Thanks also presented to Alkhafi M.Siregar, 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 Herwin Manurung. MPd and all teacher in SMA Negeri 2
Pematangsiantar who have helped during this research. I would like to thank
especially to my father Toga Siahaan, S.E. and my mother Netty Siburian. Amd
and also my brother Rimbun Dharmadi Rivando Siahaan, S.Si and Regent
Tosanov Siahaan, S.Pd, and especially to Ameli Oktavia Manurung, S.Pd 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 2010, Christine M. Siregar, Evi K. Simanjuntak, Fitriah A. Rambe,
Feggi Yuandini, James W. Simanungkalit, Jeneva Samosir, Jovan Sitinjak,
Kartika, Nur Azizah Pulungan, Riando Sidauruk, Rikcy Almeda, Rindy W. Putri,
Rofi Anggriani, Uli Dofa Sirait and Linduden Situmorang who have helped,
prayed and gave supported to author. The author also thanks to sisters and brother
in Bilingual Physics Class 2011, Joni Sitorus, Tian Geva, Teresia Quincy who

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have helped and gave suppported during my research. And the last but not least,
thanks to my special one who have helped and gave supported during 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, Desember 2015
Author,

Indra Negara Siahaan

LIST OF CONTENT
Ratification Sheet
Biography
Abstract
Preface
List of Content
List of Figure
List of Table
List of Appendix
CHAPTER I INTRODUCTION
1.1. Background
1.2. Problem Identification
1.3. Limitation Problem
1.4. Problems Formulation
1.5. Research Objectives
1.6. Research Benefits
CHAPTER II LITERATURE REVIEW

2.1. Definition of Learning and Learning Outcome
2.1.1. Definition of Learning
2.1.2. Definition of Learning Outcome
2.2.2. Definition Of Discovery Learning Method
2.2.3. Phase of Discovery Learning Method
2.2.4. The Advantages and Disadvantages of Discovery
Learning Method
2.3. Conventional Learning Method
2.3.1. Steps of Conventional Learning Method
2.3.2. The Advantages and Disadvantages of Conventional
Learning Method
2.4. Subject Matter
2.4.1. Motion is Relative
2.4.2. Distance and Displacement
2.4.3. Speed and Velocity
2.4.4. Acceleration and Deceleration
2.4.5. Uniform Motion With Constant Velocity
And Constant Acceleration
2.5. Journal About Discovery learning method
2.6. Conceptual Framework

2.7. Research Hypothesis

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LIST OF TABLE

Table 2.1. Phase of Discovery Learning Method
Table 3.1. The Design of the research
Table 3.2. The Spesification learning outcome test
Table 4.1. Pretest Score and Post Test Score in Experiment Class and
Control Class
Table 4.2. Pre test score in Experiment and Control class
Table 4.3. Normality test of pre-test data in Experiment and Control class
Table.4.4. Homogeneity Test of Pre-Test Data
Table.4.5. Hypothesis Test of Pre-Test Data
Table 4.6. Post-Test Data in Experiment Class and Control Class
Table 4.7. Normality Test of Post-Test Data in Experiment and
Control Class
Table 4.8. Homogeneity Test of Post Test Data
Table.4.9. Hypothesis Test of Post-Test Data

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LIST OF FIGURE

Page
Figure 2.1. When sitting on a chair, your speed is zero relative to Earth
but 30 km/s relative to the Sun
15
Figure 2.2. Children moves east 50 m then west 30 m
15
Figure 2.3. Ali moves from A to B, but Rudi moves from D to C
16
Figure 2.4. Graph the position (x) towards to (t) of any linear motion
18
Figure 2.5. Graph the position (x) towards to (t) of any linear motion
19
Figure 2.6. Graph velocity toward to time
20
Figure 2.7. Graph v – t
22
Figure 2.8. Graph s – t
22
Figure 2.9. Moving objects with irregular straight initial position so,
distance ∆� and position of the end s.
22
Figure 2.10. Graph velocity towards to time
24
Figure 2.11. (a) Graph s – t on uniform motion with constant acceleration
and (b) Graph a – t on uniform motion with constant
acceleration
24
Figure 2.12. (a) Graph v – t on uniform motion with constant acceleration (decelerated) (b)
Graph s – t on uniform motion with constant
acceleration(decelerated)
25
Figure 3.1. The overview of research planning.
33
Figure 4.1. Column Diagram Pre-test value data in Experiment and
Control Class
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Figure 4.2. Column Diagram Post test score data in Experiment and
Control Class
42

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
Appendix 13
Appendix 14
Appendix 15
Appendix 16
Appendix 17
Appendix 18
Appendix 19
Appendix 20
Appendix 21

st

Lesson Plan 1 Meeting
Lesson Plan 2nd Meeting
Lesson Plan 3rd Meeting
Student’s Worksheet I
Student’s Worksheet II
Lattice Instrument
Research Instrument
Pre Tes and Post Test Data In Experiment Class
Pre Tes and Post Test Data In Control Class
Calculation of Average Score and Deviation Standard
of Pre-test and Post-test in Experiment Class
Calculation of Average Score and Deviation Standard
of Pre-test and Post-test Control Class
Normality test
Homogeneity Test Data
Hypothesis Test
Validity Instrument
Instrument Reliability
List of Critical Value for Liliefors
Table r Product Moment
List of Area Under Normal Curve 0 to z
List of Percentile Value for Distribution t
F Distribution Value

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CHAPTER I
INTRODUCTION

1.1.

Background
Based on UU No. 20 of 2003 about National Education System says that

“Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana
belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan
potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri,
kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan
dirinya, masyarakat, bangsa dan negara”. The importance of education as the
capital of the younger generation, to achieve a successful and capable citizens.
Government always pay attention to the education of Indonesia. All
government’s effort is characterized by an increase in Revenue and Expenditure
National Budget of education, curriculum changing, foster educators, cooperating
with other countries to better the quality of education etc. But, The government
can not fend for themselves, which is required for the participation of all
education stakeholders include: the Department of Education, superintendent,
principal, teacher, parent, school committee, school board, community, business
and industries world, as well as all parents agency concerned directly or indirectly
to the educational activities in schools (Taufik:2008). The cooperation is
performed to achieve national education goals are written in UU RI No. 20
Chapter II Subsection 3 Of 2003 is to develop the potential of student to become a
man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled,
creative, independent, and become citizens of a democratic and responsible.
Physics is the part of natural science has many connected to the
phenomena in daily life, thus the concepts is not only theory but also can proved
by discovery. Physics education emphases to “understand” and “do” thus can help
the student to mastery the physics concept and then effecting to student’s learning
outcomes.

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Learning physics in schools in general are still using conventional learning
methods because this method is easy to implement and quickly seen. In the
learning process that is likely to be teacher centered domination master teacher in
the classroom. Teacher writes on the blackboard peculiarities, and then, goes on
solving the problems related to it. The students prepare for the exam by
memorizing these concepts and formulas, and by solving the related problems.
But, meanwhile, some of the students can not comprehend the concept, some
others are not interested in the subject as they think that it is no useful to them,
and the others are like spectators while few students come to the blackboard and
solve the problems. Most of the students do not participate actively lesson and can
not comprehend the concept. They are forced to study the lessons for the sake of
exams. Teacher only expects them to write, memorize and solve questions. In the
end, physics lesson becomes a boring, meaningless, abstract, hard and
problematic.
The low of education quality in Indonesia can be seen in the low of
student’s learning outcomes in some of lesson subject. Physics is one of the
subject lesson that low student’s learning outcomes. Researcher also interviewed
physics teachers class X SMA N 2 Pematangsiantar. The learning outcome of the
physics subject is still low. The average of student’s learning outcomes in
semester I class X academic year 2015/2016 is 53.16. Where as the Minimal
Standard (KKM) is 77. Its mean that the average of student’s learning outcomes is
lower than Minimal Standard (KKM).
Base on the problem above there are many kind of method can be applied
to improve the student’s learning outcomes and make them become active in
teaching and learning process. Perhaps the way to improve the student proclivity
and motivation to learn physics is to change the teaching and learning process
become interest. The method that want to be applied is the guided discovery
learning method arise on the concept that student will be easier to find and
understand physics concept by doing the discovery.

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The principle of learning that apparent from method of guided discovery
learning is the subject matter or materials to be delivered are not delivered in final
form but through an active process. In this case, students as learners are
encouraged to identify what they want to know and continues to find its own
information and then organize or establish what students know and understand the
student in a final form. Students are actively reconstruct his experience by
connecting new knowledge with internal capital or cognitive structures that have
been owned (Slameto, 2010: 24).
To overcome the previous research weakness, researcher will apply the
guided discovery learning method and trying to overcome the constraints faced by
previous researchers by providing guidance and clarification in advance stages of
guided discovery learning method at the start of the meeting at the time of
teaching and learning activities will be started. Researcher will manage time in
accordance with the plans that have been made in the design of the learning
program (Lesson Plan). Researcher will focus in the topic so the time efficiently
so that goals can be achieved with good learning. Then, researcher will divide the
group members when practicum not more than five persons, the division of tasks
in order can proceed smoothly and all members of the group could be responsible
for his work. In dividing the group members, researchers also will pay attention to
the level of student’s ability so it will not happen disproportionately grouping
students.
Based on the description above, researchers interested in conducting
research entitled "The Effect of Guided Discovery Learning Method on
Student’s Learning Outcomes of Linear Motion in Class X SMA Negeri 2
Pematangsiantar Academic Year 2015/2016."

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1.2.

Problems Identification
Based on the background above, the problems identification of this

research are as follows:
1. Low of student’s learning outcome for physics.
2. Low of student’s understanding the concept.
3. Students are less actively in the physics learning activities
4. Lack of interaction among students in physics learning activities
5. The dominance of the teacher in the learning process, so students do not
have a chance to express their opinion.

1.3.

Limitation Problem
In order to keep this research become more focused and directed, the

researcher limit the problems as the following
1. Learning Method used is Guided Discovery Learning Method on the
experimental class and Conventional Learning Method on the control
class.
2. Conducted to determine the influence of the Guided Discovery Learning
Method on students’ outcomes in physics subject.
3. Learning outcomes that will be examined only on cognitive aspect.

1.4.

Problems Formulation
The problem formulation of this research are:
1. How the student’s learning outcomes after taught by Guided Discovery
Learning Method?
2. How the student’s learning outcomes after taught by Conventional
Learning Method?
3. How the effect of Guided Discovery Learning Method on student’s
learning outcomes of Linear Motion in Class X SMA Negeri 2
Pematangsiantar Academic Year 2015/2016?

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1.5.

Research Objectives
The research objective is as follows:
1. To know the student’s learning outcomes in physics subject after taught by
Guided Discovery Learning Method.
2. To know the student’s learning outcomes in physics subject after taught by
Conventional Learning Method.
3. To know the effect of Guided Discovery Learning Method on student’s
learning outcomes of Linear Motion in Class X SMA Negeri 2
Pematangsiantar Academic Year 2015/2016.

1.6.

Research Benefits
The benefits of this research are:
1. As a ground for researcher in conducting research.
2. Adding the experience of researcher in improving student learning
outcome based guided discovery learning method.
3. Opening think conception of teachers in developing teaching and learning
method one uses guided discovery learning method.
4. As consideration for other researchers to examine the same issue in a
different location and as an alternative information materials for physics
teachers in selecting models or learning methods.

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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 Method was increase and has the mean score
82.12.
2. Student’s learning outcomes in control class after taught by using
Conventional Learning also increase and has the mean score 77.1.
3. Student’s learning outcomes in experiment class was greater than student’s
learning outcomes in control class. So, Guided Discovery Learning
Method 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 Method in class, so the
author gives suggestion as below:
1. Needed further research to determine the effect of Guided Discovery
Learning Method on student learning outcomes in other materials
concepts, so that it can measure the extent to which wider this Method is
effective in learning physics.
2. For the next researcher who wants to do research using Guided Discovery
Learning Method, its better for teacher to develop creativity in
implementing the learning process so that student activity can be further
enhanced improved. In addition, teachers can motivate students to be more
active so that good communication between students and students and
between teachers and students.

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3. For the next researcher who wants to do research using Guided Discovery
Learning Method expected to allocate the time as efficient as possible in
the learning process so that each stage of learning can be done well.
4. For the teacher can use the Guided Discovery Learning Method to increase
student’s learning outcomes.