The implementation of guided discovery learning model to improve students’ characters of responsibility and academic skills

Abstract

The low level of responsibility and academic skills can hinder students in developing all their potentials to obtain more meaningful information and stay on one’s memory. Thus, research was conducted to improve the character of responsibility and the academic skills of Grade XI Science 1 students at SMA Negeri 12 Banjarmasin. This type of research is a class action model adapted from Kemmis and Mc Taggart, consisting of 2 cycles. Each cycle includes planning, implementation/observation, and reflection. The research subjects involved were 23 pupils. Observation and tests were conducted to collect the data needed. The instruments used were observation sheets on the implementation of the Learning Implementation Plan. Observation sheets were utilized to analyze student responsibility characters, science process skills tests, and cognitive ability tests. Data were analyzed descriptively. The findings of the research instruments from cycle I to cycle II stated: (1) the implementation of the Learning Implementation Plan in the first cycle of the first meeting obtained a score of 79.43% (good), and the second meeting received 85.36% (very good). In the second cycle, the first meeting got 91.73% (excellent) and the second meeting achieved 93.17% (very good); (2) The average level of student responsibility in cycle I and cycle II increased from 65.81% (high) to 81.42% (very high); (3) Students’ science process skills in cycle I and cycle II also increased from 0.58 (quite skilled) to 0.92 (very professional); (4) The classical cognitive ability of students in cycle I and cycle II increased from 78.26% (completed) to 100% (completed). It was concluded that the guided discovery learning model helped improve students’ responsibility and academic skills.