Analysis of Effectiveness of Discovery Learning Model in Science Learning Activities for Basic Students
DOI:
10.29303/jpm.v20i2.8548Published:
2025-03-16Issue:
Vol. 20 No. 2 (2025): March 2025 - in ProgressKeywords:
Discovery Learning; Learning Outcomes; N-Gain Test; Paired-Sample Test; Science LearningArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Unlike other learning models, the Discovery Learning model emphasizes theoretical and practical in-depth material exploration, ensuring no learning objectives are overlooked. This differs from other student-centred learning (SCL) models, which grant full autonomy to students. The Discovery Learning model incorporates the role of lecturers as assistants, allowing students to build a strong foundational understanding of knowledge. This study investigates the effectiveness of the Discovery Learning model in science learning for students of the Madrasah Ibtidaiyah Teacher Education program at IAIN Sultan Amai Gorontalo. The research was conducted through four cycles, each consisting of the learning steps of stimulation, problem identification, data collection, data processing, verification, generalization, and reflection. The success of the learning activities was measured by improvements in learning outcomes, reflected in the scores of pre-tests conducted before implementing the learning model and post-tests conducted afterwards. The hypothesis was tested using the paired-sample test to determine the significance between pre-test and post-test scores in each cycle, followed by an effectiveness test using the N-gain test. The findings confirmed the hypothesis, as all cycles showed a t-value greater than the critical t-table value, indicating increased learning outcomes through the Discovery Learning model. This was also evident in the consistent improvement in the average scores between pre-tests and post-tests in each cycle. However, based on the N-gain test, the effectiveness of the learning model was found to be only 53.35%, which falls into the category of low effectiveness. This suggests a need for additional scientific literature and laboratory equipment within the scope of IAIN Sultan Amai Gorontalo.
References
T. S. Rusli, Suri, and M. Pujowati, Pengantar Ilmu Pendidikan. Jambi: Sonpedia Publishing Indonesia, 2024.
A. Sari, M. Khoiriyah, and F. D. Ikrom, “Penerapan Model Pembelajaran Discovery Learning pada Pembelajaran IPA untuk Sekolah Dasar,” MESIR J. Manag. Educ. Soc. Sci. Inf. Relig., vol. 1, no. 2, pp. 445–452, 2024, doi: https://doi.org/10.57235/mesir.v1i2.3021.
N. L. Indah, “Model Pembelajaran Discovery Learning pada Operasi Bilangan Kelas 4 SD,” Sci. J. Inov. Pendidik. Mat. dan IPA, vol. 4, no. 4, pp. 382–399, 2024.
S. Fadillah, E. Ramadhani, and A. Kuswidyanarko, “Efektifitas Model Pembelajaran Discovery Learning dalam Meningkatkan Kemampuan Berpikir Kritis Siswa pada Pembelajaran IPA,” Wahana Didakt., vol. 19, no. 3, pp. 423–440, 2021, doi: https://doi.org/10.31851/wahanadidaktika.v19i3.7244.
B. A. Suari and I. G. Astawan, “Efektifitas Model Discovery Learning terhadap Hasil Belajar IPA,” J. Penelit. dan Pengemb. Pendidik., vol. 5, no. 2, pp. 270–277, 2021, doi: https://doi.org/10.23887/jppp.v5i2.36980.
S. A. Santoso and G. S. Airlanda, “Efektifitas Model Pembelajaran Discovery Learning dan Problem Solving terhadap Hasil Belajar IPA pada Siswa Sekolah Dasar,” Basicedu, vol. 6, no. 3, pp. 3783–3791, 2022, doi: https://doi.org/10.31004/basicedu.v6i3.2715.
V. M. Anisa and D. Astriani, “Implementation of PhET Simulation with Discovery Learning Model to Improve Understanding of Dynamic Electricity Concepts,” Pijar MIPA, vol. 17, no. 3, pp. 292–301, 2022, doi: https://doi.org/10.29303/jpm.v17i3.3438.
E. J. Putri and Yerimadesi, “Effectivity of Guided DIscovery Learning Supported with Elemental Chemistry E-Module on Students Learning Outcomes,” Pijar MIPA, vol. 17, no. 3, pp. 375–379, 2022, doi: https://doi.org/10.29303/jpm.v17.i3.3489.
R. Dewi and A. Hendrayana, Model dan Penerapan Pembelajaran Discovery Learning. Sidoarjo: AY Publisher, 2024.
H. Rochimah, M. Japar, and E. Solihatin, Implementasi Model Discovery Learning di Sekolah. Tangerang: Minhaj Pustaka, 2024.
M. D. Jayadiningrat, K. A. A. Putra, and P. S. E. A. Putra, “Penerapan Model Pembelajaran Discovery Learning untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa,” J. Pendidik. Kim. Undiksha, vol. 3, no. 2, pp. 83–89, 2019, doi: https://doi.org/10.23887/jjpk.v3i2.22699.
R. D. Anggreini, R. Asnawati, and B. Koestoro, “Pengaruh Discovery Learning terhadap Kemampuan Pemecahan Masalah Matematika Siswa,” J. Pendidik. Mat. Unila, vol. 6, no. 3, pp. 186–197, 2018.
Sugiyono, Statistika untuk Penelitian. Bandung: Alfabeta, 2015.
A. Field, Discovering Statistics Using IBM SPSS Statistics, 5th ed. London: Sage Publications, 2017.
P. Bruce and A. Bruce, Practical Statistics for Data Scientists: 50+ Essential Concepts Using R and Python, 2nd ed. Sebastopol, CA: O’Reilly Media, 2020.
Sutiarso, Uji Normalitas Gain untuk Pemantapan dan Modul dengan One-Group pre and post Test. Yogyakarta: Pustaka Ilmu, 2020.
H. Kurnianto, M. Masykuri, and S. Yamtinah, “Pengaruh Model Pembelajaran Discovery Learning Disertai Lembar Kegiatan Siswa (LKS) terhadap Prestasi Belajar Siswa Pada Materi Hidrolisis Garam Kelas XI SMA Negeri 1 Karanganyar Tahun Pelajaran 2014/2015,” JPK J. Pendidik. Kim., vol. 5, no. 1, pp. 32–40, 2016.
S. Nur, I. P. Pujiastuti, and S. R. Rahman, “Efektivitas Model Problem Based Learning (PBL) terhadap Hasil Belajar Mahasiswa Prodi Pendidikan Biologi Universitas Sulawesi Barat,” Saintifik, vol. 2, no. 2, 2016, doi: https://doi.org/10.31219/osf.io/378f2.
E. Susanto, A. Susanta, and Rusdi, “Efektivitas Project Based Learning terhadap Kemampuan Pemecahan Masalah dan Berpikir Kritis Mahasiswa,” THEOREMS Orig. Res. Math., vol. 5, no. 1, pp. 61–68, 2020, doi: https://doi.org/10.31949/th.v5i1.2219.
Sartunut, Discovery Learning Solusi Jitu Ketuntasan Belajar. Surabaya: P4I, 2022.
S. Iskandar, “Analysis of the Effectiveness of the Literacy-Orientation-Collaboration-Reflection ( LOC-R ) Learning Model in Science Learning Activities of Islamic Elementary School Students,” Pijar MIPA, vol. 19, no. 5, pp. 797–802, 2024, doi: https://doi.org/10.29303/jpm.v19i5.7364.
R. H. Putri, A. D. Lesmono, and P. D. Aristya, “Pengaruh Model Discovery Learning terhadap Motivasi Belajar dan Hasil Belajar Fisika Siswa MAN Bondowoso,” J. Pembelajaran Fis., vol. 6, no. 2, pp. 168–174, 2017, doi: https://doi.org/10.19184/jpf.v6i2.5017.
H. Usman and R. P. S. Akbar, Pengantar Statistika, 2nd ed. Yogyakarta: Bumi Aksara, 2015.
Author Biography
Suhendra Iskandar, IAIN SULTAN AMAI GORONTALO
License
Copyright (c) 2025 Suhendra Iskandar
This work is licensed under a Creative Commons Attribution 4.0 International License.
The following terms apply to authors who publish in this journal:
1. Authors retain copyright and grant the journal first publication rights, with the work simultaneously licensed under a Creative Commons Attribution License 4.0 International License (CC-BY License) that allows others to share the work with an acknowledgment of the work's authorship and first publication in this journal.
2. Authors may enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., posting it to an institutional repository or publishing it in a book), acknowledging its initial publication in this journal.
3. Before and during the submission process, authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website), as this can lead to productive exchanges as well as earlier and greater citation of published work (See The Effect of Open Access).
