THE IMPACT OF THE E-LKPD ASSISTED DISCOVERY LEARNING MODEL ON STUDENT LEARNING OUTCOMES OF EFFORT AND ENERGY

This study aims to determine the effect of the Discovery Learning model assisted by E-LKPD on students' physics learning outcomes. The research was conducted at SMA Negeri 1 Percut Sei Tuan. This type of research is a quasi-experimental design with a pretest-posttest control group design. The sampling technique used in this study was cluster random sampling, consisting of an experimental class and a control class, each with 36 students. The solution to address the research problem was to apply the Discovery Learning model assisted by E-LKPD in the experimental class and conventional learning in the control class. The subjects of this study were students in classes X-3 and X-4. The instrument used was a learning test in the form of 15 multiple-choice questions. Before the different treatments were applied, a pretest was conducted, resulting in an average pretest score of 48.1 for the experimental class and 45.6 for the control class. Normality and homogeneity tests on the pretest data indicated that both classes' data were normally distributed and homogeneous. The two-tailed t-test resulted in a value of tcount < ttabel = = 0.97 < 1.994, which means H0 was accepted, indicating that the initial critical thinking ability of the experimental and control classes was the same. After the different treatments, a posttest was conducted for both classes, which resulted in an average posttest score of 76.5 for the experimental class and 63.5 for the control class. Normality and homogeneity tests on the posttest data showed that both classes' data were normally distributed and homogeneous. The one-tailed t-test resulted in tcount < ttabel = = 4.860 > 1.666, so the alternative hypothesis (Ha) was accepted. It can be concluded that the use of Discovery Learning assisted by E-LKPD has a significant effect on students' learning outcomes on the topic of work and energy in class X at SMA Negeri 1 Percut Sei Tuan.

Scientific literacy is essential in our modern society today due to many problems related to science and technology. This study aims to determine the effect of the scientific literacy approach using the discovery learning model on students' understanding of physics concepts. The method of this research is a true experimental research using post-tests only control group design. This research was conducted at SMA Negeri 1 Watubangga. The sample of this study consisted of two classes, namely the experimental class, which was taught with scientific literacy approach using the discovery learning model, and the control class which was taught by using the direct learning model. Sampling was carried out using a random sampling technique so that class X1 was chosen as the experimental class and X2 as the control class. The data analysis technique used was descriptive and inferential analysis. The results showed that students' understanding of physics concepts in the experimental class is in a good category while in the control class is in the medium category. The inferential test shows t-count > t-table (6.85 > 1.98). This means that there is a significant difference in understanding of physics concept between the experimental and control group. This study concludes that the use of a scientific literacy approach with a discovery learning model has an effect on students' understanding of physics concepts.

This study is motivated by the low ability of students in analyzing the elements of a short story builder focusing on the plot element of the short story. This is due to the lack of variety of educators in choosing teaching methods and model. The selection of varied teaching methods and model can increase motivation and interest in learning. The purpose of this study was to assess the author's ability to plan, implement, and assess learning using the discovery learning model; assess the ability of students using the discovery learning model; assess the effectiveness of the discovery learning model in learning to analyze the plot elements of short story text; and assess the difference in the ability of the experimental class using the discovery learning model with the control class that applied the discussion method. The research approach used is a pseudo-experimental quantitative approach. The research design was pretest-posttest control group design. The data obtained, namely the pretest and posttest results of the experimental and control classes at Pasundan 1 High School Class XI. The results of this study prove that:1) the author is able to plan, implement, and assess learning by obtaining an average of 4 on planning and 3.84 on implementation; 2) the ability of students increases on the pretest average of 48 to 98.50 on the posttest; 3) discovery learning is effectively used in learning to analyze the plot of short story texts, as evidenced by the results of the Mann-Whitney test showing asymp. sig. 0.002; and 4) there are differences in the ability of students in the experimental class and control class, as evidenced by the results of the Wilcoxon test showing asymp. sig. in the experimental and control classes is 0.003. Thus, the discovery learning model is effectively used in learning to analyze the plot elements of short story text.

This study aims to determine the effect of using discovery learning models on improving the cognitive aspects of students. Discovery learning model emphasizes mental processes where students can assimilate a concept or principle with the result that discovery learning model can make students more active, think critically and develop creativity and make students more independent. This study used an experimental research design with a Pretest Posttest Control Group Design. The sample in this study were students at the junior high school level, VIII A as the control class and VIII B as the experimental class, amount 68 students and selected using cluster random sampling technique. The control class and the experimental class have passed the prerequisite test, namely the normality test and homogenity test. The normality and homogenity tests were assisted by the SPSS application which showed a significance value in the normality test of Sig. 0.703> 0.05 in the control class, the significance value of Sig. 0.473> 0.05 in the experimental class, the homogeneity test showed a significance value of Sig. 0.805 > 0.05. Thus it can be said that the class is normally distributed and is homogeneous. The instruments used in this study used pretest and posttest question sheets. Study result data were analyzed using the Independent Sample t-Test at a 5% level of confidence using the SPSS application. This study gave the results of the cognitive aspects in the experimental class significantly different from the cognitive aspects in the control class, with a significance value of Sig. (2-tailed) 0.045 < 0.05. Thus it can be said that the use of discovery learning models has a significant effect on the cognitive aspects of students. Keywords: discovery learning, cognitif, students

This study is a quasi-experimental research that aimed to know the effect of mobile learning “ChemOnDro” android based media in discovery learning to student achievement of class X SMA Negeri 8 Bone on subject matter of electrolyte and nonelectrolyte solution. The study design used is "pretest-posttest control group design". The population was all the student of class X MIPA SMA Negeri 8 Bone which is consists of six classes. The sampling technique is random sampling, that the sample are a class X MIPA 1 as an experimental class and class X MIPA 2 as a control class. The independent variable is mobile learning “ChemOnDro” android based media in discovery learning model and discovery learning model without mobile learning “ChemOnDro” android based media, and the dependent variable is student achievement. Result of analysis prerequirement of inferential statistic toward n-gain result, show that the data in experiment class and control class didn’t distributed normaly, but it has homogen varians. The hypothesis test done using with parametric test by Man-Withney with ∝=0.05 was done with zcalculated > ztable (2.07>1,64). Based on these data, it can be concluded that there is an effect of mobile learning “ChemOnDro” android based in discovery learning to student achievement of class X SMA Negeri 8 Bone with subject matter of electrolyte and nonelectrolyte solution.

This research was conducted based on the results of observations and interviews on the low critical thinking skills of students in elementary school cluster 9 Pasawajo sub-district which had an impact on student learning outcomes. The purpose of this study was to analyze the differences in the effectiveness of the multiple intelligences-based discovery learning model with the discovery learning model on the science critical thinking skills of fifth grade elementary school students. This type of research uses quantitative methods with a quasi experimental design that applies experimental and control classes. Data collection techniques were carried out by observing, giving tests, student response questionnaires and documentation. The samples of this study were the fifth grade students of SDN 113 Buton as the experimental class and the fifth grade students of SDN 91 Buton as the control class. The research instrument was conducted by first analyzing the results of the test trials including the validity of the reliability, the level of difficulty, and the differentiating power of the questions. The data analysis technique used was normality test, homogeneity test, completeness test and hypothesis testing using independent sample t-test after which the gain test is carried out. The results of the study can be concluded that there was a significant difference in the effectiveness of students' critical thinking skills between the multiple intelligences-based discovery learning model and the discovery learning model. The results of the average difference test using the independent sample t-test obtained a sig value. (2-tailed) the experimental and control classes were 0.000 < 0.05, so Reject H0 which means that there are differences in critical thinking skills. The results of classical completeness using the Z test obtained that the experimental class achieved more than 75% completeness and the control class was less than 75%. The data results from the experimental class gain test obtained a gain value of 0.56 higher than the control class with a value of 0.42 even though both classes were in the medium gain category, but the experimental class increased higher than the control class. Keywords: discovery learning Model, multiple intelligences, critical thinking ability, learning science.

This research aims to: (1) determine the differences in student learning outcomes taught using the Problem Based Learning (PBL) and Discovery Learning (DL) models on chemical bonding material. (2) determine the differences in students' learning motivation who are taught using the Problem Based Learning (PBL) and Discovery Learning (DL) models on chemical bond material. (3) there is a correlation between motivation and learning outcomes of students who are taught using the Problem Based Learning (PBL) and Discovery Learning (DL) models on chemical bond material. This research was conducted at SMAN 11 Medan with the samples studied were X-3 and X-7. The instrument used is a test instrument in the form of multiple choice questions with 20 validated questions and a non-test in the form of a learning motivation questionnaire. Data analysis techniques are carried out by: Data normality test, data homogeneity test, hypothesis test, and correlation test. The results obtained: (1) There are differences in student learning outcomes taught using the Problem Based Learning and Discovery Learning models on chemical bonding material. The average student learning outcomes in experimental class I using Problem Based Learning was 74.8. Meanwhile, the average learning outcome for experimental class II using the Discovery Learning model was 79.6. (2) There were differences in the learning motivation of students who were taught using the Problem Based Learning and Discovery Learning models on chemical bond material. Meanwhile, the average learning motivation of students in experimental class I using Problem Based Learning is 67.6. Meanwhile, the average learning motivation in experimental class II which was taught using the Discovery learning model was 72.5. (3) There is a correlation between students and learning outcomes taught using the Problem Based Learning and Discovery Learning models on chemical bond material with a positive correlation value. In experimental class I obtained Sig. = 0.00 with Pearson Correlation = 0.795 and experimental class II Sig. = 0.000 with Pearson Correlation = 0.879.

<p>This study aims to test the effectiveness of the song-assisted Discovery Learning learning model for science students’ learning outcomes. This happened because students still needed clarification about sorting digestive organs. This study uses an experimental method with a quantitative approach. The population of this study is grade V students of Sragen 6 State Elementary School, Sragen Regency, with a total of 62 students. Sampling was conducted with saturated samples, with 25 V-A students as the control class, 25 V-B students as the experimental class, and 12 as the instrument trial. The data collection techniques used are written tests, observations, and documentation. Data analysis techniques using prerequisite tests include instrument validity and reliability, initial data analysis with normality and homogeneity tests, and final data analysis using t-test and n-gain test. The study results showed a positive effectiveness of using the discovery learning model with an increase in the learning outcomes of grade V students; the calculation value was more significant than the table (3,767 > 2,012). H0 is rejected, and Ha is accepted, meaning there is a difference in learning outcomes between the pretest and posttest in learning using the Discovery Learning learning model. Based on the above analysis, the posttest results show that the learning outcomes between the experimental class are higher than those of the control class. The difference is due to the treatment difference between the experimental and control classes. This study concludes that the discovery learning learning model effectively improves the learning outcomes of grade V students of Sragen 6 State Elementary School. The suggestion for this study is that teachers need to apply the discovery learning model as one of the innovative learning models to improve student learning outcomes. </p>

Mathematical critical thinking ability is a very important ability and must be possessed by students. This study aims to compare discovery learning and reciprocal teaching models on students' mathematical critical thinking skills. This research was conducted on VIII grade students of MTs Ma'arif NU 1 Wangon with a sample of VIII A and VIII D classes totaling 68 students. The sampling technique used simple random sampling where the sampling process was taken in a simple event with a lottery. The research was conducted by giving two different treatments to two classes, experimental class I with discovery learning model and experiment II with reciprocal teaching model. The research method used is quasi experimental design. While the data collection method uses tests in the form of pretest and posttest description questions. Data analysis techniques are using normality test, homogeneity test and hypothesis testing. The average posttest result in experimental class I is 81.3 which is in the very high category and the average posttest result in experimental class II is 73.4 which is in the medium category. Based on the analysis of the t test of two independent samples, the significance value is 0.000 which is smaller than the level limit of 0.05. So it can be concluded that the results of this study show that there is a significant difference in the ability to think critically mate. Keywords: Comparison, Discovery learning, Mathematical Critical Thinking Skills, Reciprocal Teaching.

Mathematics improves higher order thinking skills, especially creative thinking. Creative thinking involves logical and divergent thinking based on intuition. This allows students to solve problems through a variety of methods. However, traditional learning methods limit this ability. The Discovery Learning model that involves active student participation can improve these skills. This research aims to improve students' mathematical creative thinking abilities through the Discovery Learning model. The research method used is quantitative with Non-equivalent Control Group Design. The sample for this research was Class The experimental group received the Discovery Learning model, while the control group used conventional methods. Pretest and posttest data were analyzed using statistical tests including normality, homogeneity and T test. The experimental class used the Discovery Learning method, while the control class used conventional methods. The pretest and posttest results showed a significant improvement in the experimental group. The findings show that Discovery Learning increases creative thinking in mathematics.

This study aims to improve the Higher-Order Thinking Skills of students using the Discovery Learning model at the high school level in economic learning. The method used in this study is Quasi-experimental with Non-Equivalent Control Group Design. The population of this study is all students of SMA Negeri 50 Jakarta and SMA Negeri 59 Jakarta. Samples of this study were students of Class XI Social 1 and XI Social 2 at SMA Negeri 59 Jakarta and Class XI Social 1 and XI Social 4 at SMA Negeri 50 Jakarta school, where Class XI Social 1 at SMA Negeri 59 and SMA Negeri 50 Jakarta used as a control class using conventional learning models and Class XI IPS 2 and XI IPS 4 at SMA Negeri 59 and SMA Negeri 50 Jakarta as experimental classes using Discovery Learning models. The research instruments used were pretest and posttest of Higher-Order Thinking Skills. The results showed that the data were normally distributed and homogeneous. The results of parametric statistical analysis is done by the technique of data analysis One-Tailed T Test (Right Side) with Independent Sample T-Test. For the value of N-Gain score data is normally distributed and homogeneous, then the One-Tailed T Test (Right Side) with an Independent Sample T-Test N-Gain. The results showed that (1) Higher-Order Thinking Skills of learners between classes that use the Discovery Learning model (experimental class) is higher than Higher-Order Thinking Skills of learners who use the conventional learning model (control class). This is evidenced by the results of hypothesis testing with One-Tailed T Test (Right Side) > value is 4.265 > 1.656 and Sig. (1-tailed) of 0.000. Because 0.000 < 0.05 so it can be stated that H₀ is rejected and Hₐ is accepted. (2) The improvement of Higher-Order Thinking Skills of learners between classes that use the Discovery Learning model (experimental class) is higher than the Higher-Order Thinking Skills of learners who use the conventional learning model (control class). This is evidenced by the results of hypothesis testing with a One-Tailed T Test (Right Side) obtained by Sig. (1-tailed) amounted to 0.0125. Because 0.0125 < 0.05 so it can be stated that H₀ is rejected and Hₐ is accepted.

Learning the history of Islamic culture can train students to think chronologically and foster nationalism in planning the future based on past experiences. This research aims to test the effectiveness of the discovery learning model in improving the quality of Islamic Cultural History (SKI) learning and determine learning models that can produce quality SKI learning. The research uses a quantitative approach with a quasi-experimental method, involving an experimental class that applies the discovery learning model and a control class that uses the conventional lecture method. Data sources were taken from the pretest and post-test in both classes. The research was conducted at Madrasah Aliyah Ibadul Ghofur with a sample of class 10 MIA 1 students as the experimental class and class 10 MIA 2 as the control class. The research showed that the discovery learning model effectively improved the quality of SKI learning, with the average post-test score for the experimental class (86.91) being higher than the control class (72.50). The N-gain score measurement shows that the experimental class is in the practical category (70.49), while the control class is ineffective category (35.10). This research concludes that the discovery learning model has also been proven to increase student activity and motivation in learning compared to conventional methods. In conclusion, there is a significant difference in the quality of SKI learning between the control and experimental classes, where the discovery learning method is more effective in improving the quality of learning.

The aims of this research to see the differences in mathematical communication ablility using discovery learning models and conventional learning models and see whether the use of discovery learning models and conventional learning models affects students' mathematical communication abilities. The sample of this research was 70 learners from two different classes who were randomly selected with purposive sampling techniques. The selected class is used as an experimental class using the discovery learning model and other classes as a control class using a conventional learning model. The data in this research were obtained from the results of the initial test and the final test of mathematical communication ability carried out before and after learning. The data will be analyzed using homogeneity test, normality test, independent sample T-test and paired T-test. The research conducted shows that: (1) The learning model applied to each class can have an influence on mathematical communication abilities. This is evidenced by the increase in the final test results given after learning (2) a learning model that allows students to actively participate in learning activities is not necessarily better than conventional learning models. This is shown by the similarity between the final test scores of the experimental class and the control class.

This study aims to describe: (1) the author's ability to carry out learning activities by applying the discovery learning model in learning to examine connotative diction themed Pancasila student profiles in poetry in class X SMK Bina Warga Bandung; (2) the ability of students in learning to examine connotative diction themed Pancasila student profiles in poetry using the discovery learning model in the experimental class; (3) the difference in student learning outcomes before and after using the discovery learning model in the experimental class and the direct learning model in the control class; (4) the difference in the effectiveness of the discovery learning model in the experimental class and the direct learning model in the control class. The approach used in this research is a quantitative approach. The method used is a pseudo-experimental method with a nonequivalent control group design. The results of this study are: (1) the author is able to carry out learning with the discovery learning model in learning to examine connotative diction themed Pancasila student profiles by obtaining a score of 3.8 and 3.72 with a very good category; (2) students are able to examine connotative diction themed Pancasila student profiles in poetry by using the discovery learning model, as evidenced by the average results that have increased during the posttest to 80.22; (3) there is a difference in learning outcomes when the pretest in the experimental class is 48.96 and increases during posttest activities to 80.22. While the average value of the pretest in the control class was 57.83 and increased during the posttest to 57.83; (4) there is a difference in the effectiveness of the discovery learning model and the direct learning model seen from the results of testing the independent sample t test Sig. (2-tailed) value is 0.000 <0.05, which means that learning using the discovery learning model is considered more effective because it has a good improvement during the posttest activity.

This research aims to see the influence of the Discovery Learning model on science learning outcomes in Class V of SD Negeri 03 Bandar Buat. The type of research in this research is Quasi Experimental using a pretest-posttest control group design. This research instrument is an objective test in the form of multiple choices. For initial data, analysis was used using the normality test, homogeneity test and hypothesis test. Based on the results of data analysis, the average value of the pretest results for the experimental class was 68.63 and the control class was 65.33. After being given treatment in the experimental class using the Discovery Learning model and the control class using the conventional approach, the average posttest result for the experimental class was 86.37 and the control class was 76.96. The results of data analysis from the hypothesis tests that have been carried out, obtained tcount 5.010 and ttable 2.006. This means that tcount > ttable, namely 5.010 > 2.006, then the hypothesis Ha is accepted and H0 is rejected, namely that there is an influence of the Discovery Learning model on science and science learning in Class V SDN 03 Bandar Buat, Padang.