THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON STUDENTS ACHIEVEMENTS AT CHARACTERISTICS OF WAVES TOPIC IN SMA N 1 MEDAN CLASS XI ACADEMIC YEAR 2014/2015.

THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON
STUDENT’S ACHIEVEMENT AT CHARACTERISTICS OF
WAVES TOPIC IN SMA N 1 MEDAN CLASS XI
ACADEMIC YEAR 2014/2015

By:
Yohana Glorya Tobing
ID Number. 4113121077
Bilingual Physics Education Study Program

THESIS
Submitted to Acquire Eligible Sarjana Pendidikan

PHYSICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2015

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PREFACE
The authors say the praise and gratitude to God Almighty, 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 Achievements at Characteristics of Wave Topic in SMA N 1 Medan
Class XI Academic Year 2014/2015", prepared to obtain a Bachelor's degree
Physical 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 Supervisor 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, M.Sc.,Ph.D., Drs. Pintor Simamora,
M.Si., and Drs. Rahmatsyah, M.Si. who have provided suggestions from the
research plan to complete the preparation of this thesis. Thanks also presented to
Drs. Sehat Simatupang, 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 and all teacher in SMA N
1 Medan especially Mam Remedi Sagala who have helped during this research.
My endless love is dedicated to my beloved family. A lot of thanks must

be delivered to my beloved father, Remus M Lumban Tobing and my mother,
Mastaida Sitompul. Thank you very much for your love in my life and thanks for
all the prayers that you pray to God for me. And also my sister, Flo Tobing, my
only one brother Willy Tobing, Netha Tobing and all family who have prayed
and gave me encouragement to complete my study in UNIMED.
Thank you to all my friend, especially for Bilingual Physics Class 2011,
PPLT SMA Negeri 1 Plus Matauli Pandan, my thesis-group friend dearest Vini
and Yeni, and my best friends Agnes Mawar Yunita Sihombing who have
helped, prayed and gave supported to author.

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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, July 2015
Author,

Yohana Glorya Tobing

iii

THE EFFECT OF GUIDED DISCOVERY LEARNING MODEL ON
STUDENT’S ACHIEVEMENT AT CHARACTERISTICS
OF WAVES TOPIC IN SMA N 1 MEDAN CLASS XI
ACADEMIC YEAR 2014/2015
Yohana Glorya Tobing (4113121077)
ABSTRACT
The purpose of this research was to see the effect of Guided Discovery
Learning Model on Student’s Achievement at Characteristics of Waves Topic in
SMA N 1 Medan Class XI Academic Year 2014/2015.
The research method was quasi experimental. The populations were all 2nd
grade students add semester that consist of 13 classes SMA N 1 Medan. The
samples of this research conduct two classes and consist of 74 students, 37 from
experiment class and 37 from control class and define by cluster random
sampling.
The results that were obtained: post-test mean value of the experiment

class was 75.94 and 75.02 was the mean value for control class. Standard
deviation for two classes was 14.94 and 12.48. Normality of the test result from
the both samples was normal and homogenous In the testing of hypothesis for
postest, the criteria is: H0 is accepted if tcalculate < ttable and H0 is rejected if tcalculate
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 tcalculate = 3.78,
where ttable = 1.668. So that, there was the significant effect of Guided Discovery
Learning Model on Student’s Achievement at Characteristics of Waves Topic in
SMA N 1 Medan Class XI Academic Year 2014/2015. Based on observation that
done by observers with using observation sheet of affective and psychomotor,
conclude that affective and psychomotor students in experiment class higher than
control class.
Key word: Guided Discovery Learning, Student’s learning achievement, Learning
model

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TABLE OF CONTENTS
Legitimate Sheet
Biography

Abstract
Preface
Table of Content
List of Figure
List of Table
List of Appendix

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CHAPTER I INRODUCTION
1.1
Background
1.2

The Problem’s Identification
1.3
The Problem’s Limitation
1.4
The Problem’s Formulation
1.5
The Objective of Research
1.6
The Benefit of Research

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CHAPTER II LITERATURE REVIEW
2.1 Learning Definition
2.2 Learning Model Definition

2.3 Learning Purpose
2.4 Learning Activities
2.5 Learning Achievement
2.6 Direct Instructional Learning Model
2.6.1 Syntax of Direct Instructional Learning Model
2.6.2 The Advantages and Disadvantages
2.7 Guided Discovery Learning Model
2.7.1 Aims of Guided Discovery Learning Model
2.7.2 Syntax of Guided Discovery Learning Model
2.7.3 The Advantages and Disadvantages
2.8 Conceptual Framework
2.9 Teaching Material
2.9.1 Comprehension about Wave
2.9.1.1 The Basic Wave Equation
2.9.1.2 Transversal Wave
2.9.1.3 Longitudinal Wave
2.9.2 Sinusoidal and Stationer Wave
2.9.2.1 Sinusoidal Wave
2.9.2.2 Stationer Wave
2.9.3 Characteristics of Wave

2.9.3.1 Wave Dispersion
2.9.3.2 Wave Refraction
2.9.3.2.1 Equation of Wave Refraction

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2.9.3.3 Wave Diffraction
2.9.3.4 Wave Interference
2.9.3.5 Wave Polarization
2.10 Research’s Hypothesis

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CHAPTER III RESEARCH METHOD
3.1 Location and Time Research
3.2 Population and Sample of Research
3.2.1 Population of Research
3.2.2 Sample of Research
3.3 Research Variable
3.3.1 Independent Variable
3.3.2 Dependent Variable
3.4 Type and Design of Research
3.4.1 Type of Research
3.4.2 Design of Research
3.5 Research Instrument
3.5.1 Validity Test
3.6 Research Procedure
3.7 Data Analysis Techniques
3.7.1 Determine the Average Value
3.7.2 Determine the Standard Deviation
3.7.3 Implement Test Normality

3.7.4 Determine Homogeneity Test
3.7.5 Hypothesis Testing

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CHAPTER IV RESULT OF RESEARCH AND DISCUSSION
4.1 Result of Research
4.1.1 Students’ Achievement in Cognitive Domain
4.1.1.1 Pretest Data of Experiment and Control Class
4.1.1.2 Posttest Data of Experiment and Control Class
4.1.2 Data Analysis Test
4.1.2.1 Normality Test
4.1.2.2 Homogeneity Test
4.1.2.3 Hypothesis Test
4.1.3 Students’ Learning Achievement in Affective Domain
4.1.4 Students’ Learning Achievement in Psychomotor Domain
4.2 Discussion

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CHAPTER V CONCLUSION AND SUGGESTION
5.1 Conclusions
5.2 Suggestions

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REFERENCES
APPENDIX

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LIST OF TABLE
Table
Table
Table
Table
Table

2.1
3.1
3.2
3.3
4.1

Syntax of Guided Discovery Learning Model
The design of the research
Specification of learning achievements
Categories of students’ ability
Frequency distribution of Pretest Result in Experiment
and Control class
Table 4.2 Frequency distribution of Posttest Result in Experiment
and Control class
Table 4.3 Average value, standard deviation and variance in control
and experiment class
Table 4.4 Normality test
Table 4.5 Homogeneity test
Table 4.6 Conclusion of t test calculation
Table 4.7 Criteria of Affective Domain
Table 4.8 Result of Affective Domain
Table 4.9 Criteria of Psychomotor Domain
Table 4.10 Result of Psychomotor Domain
Table 4.11 Recapitulation of Students’ Activity

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LIST OF FIGURE

Figure 2.1 Instructional and Nurturing Effects on Direct Instruction
Model
Figure 2.2 Transversal Wave
Figure 2.3 Longitudinal Wave
Figure 2.4 Sinusoidal Wave
Figure 2.5 Stationary Wave reflection with fixed tip
Figure 2.6 Stationer Wave reflection with end free
Figure 2.7 Changes of the waveform when the wave propagates
Figure 2.8 Changes of wavelength in the ripple tank
Figure 2.9 Diagram of refraction in the ripple tank
Figure 2.10 Schematic diagram of wave refraction
Figure 2.11 Waveform through a single narrow slit
Figure 2.12 Waveform through a single width slit
Figure 2.13 Interference of the wave
Figure 2.14 Polarization of wave
Figure 2.15 Polarization process
Figure 3.1 The overview of research plan
Figure 4.1 Chart of Pretest result Experiment and Control class
Figure 4.2 Chart of Posttest result Experiment and Control class
Figure 4.3 Chart of Affective Domain in Experiment and Control Class
Figure 4.4 Chart of Psychomotor Domain in Experiment
and Control Class
Figure 4.5 Chart of Cognitive, Affective and Psychomotor Domain
in Experiment and Control Class

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LIST OF APPENDIX
Appendix 1 Lesson Plan (1)
Appendix 2 Lesson Plan (2)
Appendix 3 Lesson Plan (3)
Appendix 4 Student Worksheet 1
Appendix 5 Student Worksheet 2
Appendix 6 Table Specifications of Learning Test Result
Appendix 7 Learning Achievement test
Appendix 8 Pre-Test Mark of Experiment and Control Class
Appendix 9 Post-Test Mark of Experiment and Control Class
Appendix 10 Calculation of Average Score and Deviation Standard
of Pre-Test and Post-Test in Experiment Class
Appendix 11 Normality Test
Appendix 12 Homogeneity Test Data
Appendix 13 Hypothesis Test
Appendix 14 Scoring Guideline of Affective Domain
Appendix 15 Affective Assesment of Experimental Class
Appendix 16 Psychomotor Assesment of Experimental Class
Appendix 17 Affective Observation of Control Class
Appendix 18 Affective Observation of Control Class II
Appendix 19 Psychomotor Assesment of Control Class
Appendix 20 Psychomotor Assesment of Control Class II
Appendix 21 List of Critical Value of Liliefors
Appendix 22 List of Percentil Value to t Distribution
Appendix 23 Table Domain Range under Normal Curve 0 to z
Appendix 24 F Distribution Value
Appendix 25 Documentation

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CHAPTER I
INTRODUCTION

1.1 Background
Education is learning about knowledge, skills, and habits of a group of
people passed down from one generation to the next through teaching, training, or
research . Education is often the case under the guidance of others, but also allows
a self-taught. Education is not only an obligation, beyond that education is a
necessity where humans will be developed with the education. The purpose of
education itself vary, depending on each individual personally saw education
itself, education can improve the economic status, help to get the comfortable job,
some are looking at education means transportation to bring it to the level it all.
School is one of the educational system that serves to help improve the
quality of human resources. From the nation's education children receive in
school, will be able to change the mindset and creativity to create a welfare state
with a good and growing economy. School is part of the design that made by the
Government in the field of education with the operational foundation is the
curriculum. This curriculum goals of education is the nation expected to be made
by systematically to achieve the nation of Indonesia.
Graduate competencies described in three dimensions: (a) attitudes,(b)
skills and (c) knowledge, accordance with the Peraturan Menteri Pendidikan dan
Kebudayaan No.53 Tahun 2013 on Competency Standards for Primary and
Secondary Education. Attitude is part of the affective domain, a domain of
psychomotor skills, and domain knowledge. So the order of taxonomy education
curriculum in 2013, is the main attitudes, followed by skills, knowledge domain
as last. The attitude should be promoted first, continue to skills, and the last is the
knowledge. In the process of achieving the learning objectives of the curriculum
should be done. Whether it is in the process of learning and learning
achievements.

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Physics is one of the compulsory subjects in high school (SMA) that must
be completed. Many students who complain are not too fond of physics because
they consider

physics lesson is difficult. Once the researchers conducted

observations back at SMA Negeri 1 Medan, researchers can conclude that there
are problems that occur during the process of learning physics, both from
teachers, students and schools. A total of 11% very fond of physics, 54% liked the
physics lesson and 35% have normal response in physics. Many of them consider
the lessons of physics are just a compulsory lessons. They learned just to complete
their learning process. Observations from SMA Negeri 1 Medan also showed that
as many as 53% of students happy working on a way of discussion, 17.33% happy
if working independently in the process of matter, 17.33% felt indifferent and
sometimes lazy to do and 12.34% happy if the students about the given an easy
matter. From the data is known that the daily examination results at SMA Negeri
1 Medan 57% have not crossed the line of standard minimum competency (KKM)
for sciences subject.
In a typical college classroom, this presents as a teacher lecturing at the
front of the room while students feverishly take notes. However, it is probably
more likely that most instructors do not solely teach in this passive fashion but
also have engaging or interactive classroom moments or situations. Perhaps this
is because many recent studies (e.g. Bonwell & Ei- son, 1991; Michel, et al.,
2009) suggest that the passive method may not be the most effective way for
students to learn. Rather, current research advocates for teaching techniques that
encourage students to actively engage in the material because classroom
engagement has been found to promote deeper levels of thinking and better
facilitate encoding, storage, and retrieval than traditional lecture (Mc Glynn, 2005;
Peck, Ali, Matchock, & Levine, 2006).

Consequently, it is likely that most

instructors attempt to incorporate techniques that involve the students and get
students thinking about and applying the material (see Michel, et al., 2009 for a
review). These techniques can range from demonstrations, to discussions, to inclass activities. Simply put, traditional ideas of lecture have developed a bad
reputation, and some may be ready to banish them from their teaching repertoire.

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Factors that led to the above due to lack of students' understanding of
physics concepts. Lack of students' understanding of the concepts of physics can
be addressed by changing the learning models. Guided Discovery Learning model
of learning can improve learning outcomes for students in this learning model can
better understand what is being learned. In applying the learning model Guided
Discovery Learning teachers act as mentors to provide the opportunity for
students to learn actively, as the opinion of the teacher should be able to guide and
direct the learning activities of students in accordance with the purpose
(Sardiman, 2005). Such conditions would like to change the teaching and learning
activities are teacher-oriented to student-oriented.
1.2 Problem’s Identification
1. Student have usual response to Physics lessons.
2. The results of student’s Physics is unsatisfactory.
3. Lack of comprehension student about Physics concept.
1.3. Limitation Problem
Given the extent of the problem in learning is a necessary limitation in this
study as follows:
1. The research do in SMAN 1 Medan, 2014-2015 academic year.
2. The research do in class XI Sciences 1 and XI Sciences 2
3. The gathering of data will be only from the school’s targets.
4. The models applied in this research is Guided Discovery Learning models
1.4. Problem’s Formulation
Based on the problems described above, hence the formulation problems
in this research are:
1. How the student learning achievement after applied Guided Discovery
Learning models?
2. How the student learning achievement after applied Direct Instructional
Learning model?

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3. Is there any difference of student learning achievement using Discovery
Learning with using Direct Instruction model?
1.5. Research Objectives
The goals of this research are:
1. To know the student learning achievement after applied Guided Discovery
Learning Model.
2. To know the student learning achievement applied the Direct Instruction
Model
3. To know the differences in student learning achievement by using Guided
Discovery Learning models with direct instruction models.
1.6. Research Benefits
1) For school: The results of this research are expected to increase of the
quality of school as student’s learning achievement and teacher’s increase
of professionalism.
2) For teacher: The results of this research are expected to be input in
expanding knowledge and insights about Discovery Learning models in
teaching science, that Become one of alternative models of teaching as the
effort to improve student’s learning achievement.
3) For student: The results of this research are expected to increase of
students learning achievement in learning physics.
4) For researcher: The results of this research are expected to be the
description of learning models of implementation in teaching physics and
increase of the quality of researcher writing.

CHAPTER V
CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions
Based on data analysis and discussion of research results, obtained
general conclusion that application of Guided Discovery Learning model in
student’s learning achievement at characteristics of waves topic have sufficient
criteria to improve students’ learning achievements in cognitive, effective and
psychomotor domains. Based on research questions that presented earlier, we can
conclude some of the following:
1.

Result of students’ learning outcomes of using Guided Discovery
Learning model in Characteristics of waves topic at the 2nd grade
students in High School 1 Medan in experiment class have average score
42.27 in pretest and 75.94 in posttest, while control class have average
score 38.70 in pretest and 75.02 posttest.

2. Depend on Testing hypothesis for pretest data using t test two side. From
calculation result got that tcalculate < ttable there is 1.23 < 1.665. Based on
this result, result we can conclude that experiment and control class have
same initial ability.
3. There is significant difference of students’ learning outcomes using
Guided Discovery learning model and direct instructional model in
Characteristics of wave topic at class XI SMA N 1 Medan.

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5.2. Suggestions
This research is still far from perfect research. Based on the research
results that have conducted, researcher gives the following suggestions:
1. For the next researcher in order to give more attention and guidance to
students who are less active.
2. For the next researcher who wants research about Guided Discovery
Learning to use the time as effectively as possible.
3. For the next researcher who wants research Guided Discovery Learning
so that at prepare one observer for each group, to get more accurate data.

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