Discovery Learning Strategy Research Articles

Using the ibsr technique as a psychological intervention to alleviate student stress in biology learning: Impacts on motivation, knowledge construction, and cognitive anxiety

Learning difficulties are a common issue faced by students, with stress being a significant contributing factor. One psychological treatment that has been shown to effectively reduce stress is Inquiry-Based Stress Reduction (IBSR). The objective of this study is to integrate IBSR into a discovery learning strategy in Biology in the classroom, with the aim of increasing students' learning motivation and knowledge construction while reducing their learning difficulties and cognitive anxiety. This is quasi-experimental research that used a post-test non-equivalent control group design. The study involved 72 11th-grade science students from two different classes at one of the public high schools in Bandung City. One class, consisting of 36 students, received IBSR treatment, while the other class, also consisting of 36 students, did not. Both classes used a discovery learning framework for teaching. Data on motivation, learning difficulties, and cognitive anxiety were collected using a rating scale questionnaire with eight scales. Students' ability to construct knowledge was measured using the German Cognitive Load (GCL) instrument in the form of a written test with indicators taken from Mayer's cognitive taxonomy (2002) in the realm of understanding. The study found that incorporating IBSR techniques into learning strategies for the immune system material can reduce student stress and improve learning performance, motivation, and knowledge construction (GCL), while also decreasing learning difficulties and cognitive anxiety.

An Innovative Strategy in Learning English as A Foreign Language

The present study aimed to delve into the students’ EFL vocabulary and response to the discovery learning strategy. A pre-experimental research design was applied in this study. The population of this study was first-year Sulawesi Barat University students who enrolled in vocabulary courses in the first semester, and the researchers used a random sampling technique to choose 42 students. This study found that the discovery learning strategy elevated the students’ English vocabulary. It was found that there are critical contrasts between the mean scores of the pre-test and post-test. The students’ pre-test score was 63.42, and the understudies' post-test score was 89.09, which is higher than the pre-test score. It demonstrated a critical improvement in students' accomplishment after carrying out revelation learning in instructing English vocabulary. Another result revealed that the students provided positive responses toward applying the discovery learning strategy in learning vocabulary, stated 53% of students agreed and 33% strongly agreed with the strategy, however 10% neutral, 3% disagreed and 1% strongly disagreed. Based on positive responses, the most of the students perceived that the discovery learning strategy benefits them in learning English.

TEACHERS 'STRATEGIES IN DEVELOPING THE CREATIVITY OF STUDENTS WITH SPECIAL NEEDS ONLINE IN LEARNING ARTS AND CULTURE

To determine the teacher's strategy in developing student creativity online in learning cultural arts and crafts at SLB B Yakut Purwokerto. This study's results provide a clear picture of the teacher's strategy in developing student creativity online in learning cultural arts and crafts at SLB B Yakut Purwokerto. Preparations made by the teacher in implementing online learning, namely the teacher preparing learning modules and videos. The module contains material and exercises. The teacher uses instructional videos to deliver the material. The strategy used by the teacher to foster curiosity in students is to use discovery learning strategies by presenting material that is interesting and can foster curiosity in students. The strategy used by the teacher to foster a sense of trust in students through online learning is an appreciative interactive strategy. The teacher gives students assignments, and then the teacher provides rewards for students who have worked on them. The strategy used by the teacher in fostering a courageous attitude in students through online learning is using interactive strategies that are carried out by providing stimuli to students, as well as by giving additional points to students who dare to express their ideas.

Chronicling the Experiences of Mathematics Learners and Teachers on the Usage of Guided Discovery Learning (GDL) in Enhancing Learners’ Academic Performance

South Africa has been battling with the poor performance of learners in Mathematics for a long time, with the Eastern Cape province being the worst-performing province. The Department of Education and other educational stakeholders have embarked on a journey of searching for solutions. Some of these include attitude toward Mathematics, a lack of foundation in Mathematics, and the use of teacher-centered methods to teach Mathematics, to mention a few. Hence, this present study investigated how the guided discovery learning strategy can be used to enhance the performance of Grade 10 learners in Amathole West district, Eastern Cape Province, South Africa. Underpinned by an interpretive paradigm and qualitative research approach, the study employed participatory action research. A convenient sampling technique was used to select 19 Grade 10 Mathematics learners and 2 Mathematics teachers at a rural school in Eastern Cape Province. Data were collected using interviews, observations, and document reviews. Data were analysed using thematic analysis. Research findings revealed that while some factors such as evaluation methods, time limitations, and insufficient motivation may impede the optimal implementation of Guided Discovery Learning, this instructional strategy is beneficial in the cultivation of critical thinking and problem-solving abilities, which in turn enhances mathematics learners’ academic performance. Based on the findings, it was recommended that mathematics teachers should promote the utilisation of technology and multimedia resources to support learners in their visualisation and exploration of mathematical concepts in the use of GDL to enhance mathematics learners’ performance.

English Teacher’s Strategy in Teaching Writing Using Discovery Learning

Writing is the one of crucial skills in learning English. students can communicate their emotions, ideas and. opinions through writing. Discovery Learning is a teaching-learning activity in which students construct their knowledge by identifying the information to help them to be critical thinking. However, students enjoy learning writing. Therefore this research aims to analyze English teacher strategy in teaching writing using discovery learning. The design applied in this research is qualitative research and the technique of this research is a case study. The subject of this research is the English teacher of MTsN. Data collection used three instruments observation, interview, and documentation. The result of this research, there are five roles of discovery learning that the teacher used, that are: (a) Stimulation, (b)Problem Statement, (c)Data Collection, (d) verification, and, (e)generalization). The advantages of discovery learning namely; (1) supporting learner’s active participation in the learning process; (2) think creativity; (3) highly students motivate, allow finding something by themselves. Using discovery learning can improve students’ ability to think freely. Specifically, discovery learning trains students’ cognitive skills to find and solve problems. Discovery learning strategy is very suitable to use to improve students' writing skills independently.

Strategi Guru Pendidikan Agama Islam Dalam Meningkatkan Prestasi Belajar Peserta Didik Berbasis Strategi Discovery Learning

This research is motivated by the importance of teachers' efforts to change teaching methods and create an attractive teaching atmosphere in the classroom so that students can actively participate in learning in a proactive way. Be active, not passive, to achieve the high learning outcomes achieved by students. The purpose of this study was to determine the strategies of Islamic religious education teachers in improving student academic achievement. This research uses qualitative methods based on field research, research data is collected through observation, interviews, documents, analysis, reduction, presentation and verification of data. The results showed that the PAI teacher's strategy to improve PAI learning is to use "discovery learning strategies" through scientific methods. Using the "Discovery Learning strategy" saw student learning outcomes gradually improve from passive learning to active learning. Students lacking enthusiasm turn into enthusiasm in learning. Through the "Discovery Learning strategy", students can find their own learning material without waiting for the teacher to explain the material.

Wilcoxon's Method in Determining The Effect of Using Discovery Learning Learning Strategies on The Learning Outcomes Of Vocational Basic DPIB Grade X Students.

One of the Discovery Learning Learning strategies is one of the efforts made by teachers to improve student learning outcomes by providing opportunities for students to learn on their own from various sources they like. The purpose of this study is to determine the effect of using discovery learning strategies on learning outcomes. In this study, the author used an experimental method with a type of quantitative research using SPSS which focuses on the Wilcoxon test to analyze data and answer research results. The respondents in this study amounted to 35 DPIB grade X students at SMK Negeri 2 Sungai Penuh. Based on the results of the Wilcoxon test, the results of Asymp Sig 0.0 2 where < of 0.05 means that this indicates that there is an influence of the use of discovery learning strategies on the learning outcomes of Basic Vocational Education of grade X DPIB students.

Reconstruction of Tafsir Learning in Dayah Aceh

Dayah or pesantren as a traditional Islamic educational institution that has given birth to many Acehnese scholars. The existence and number of dayah in Nanggroe Aceh Darussalam is increasing. However, the fact is not balanced with innovations in learning methods, especially interpretation learning. This study aims to provide a detailed picture related to tafsir learning in Dayah Aceh. This research uses qualitative methods with a library research approach. Based on the results of the study, it was found, among others, that the learning of interpretation of most of Dayah Aceh uses the qodim (non-classical) system so that the role of students is limited. The existence of this phenomenon requires the reconstruction of interpretive learning in Dayah Aceh through the use of discovery or inquiry-discovery learning strategies; mastery of learning strategies; Unit Learning Strategies and Reception Learning Strategies

Strategi Guru Dalam Pembelajaran Pendidikan Agama Islam Bagi Anak Berkebutuhan Khusus

This study discusses teacher strategies for learning Islamic religious education in children with special needs (case studies in SMPLB Negeri Cerme). This study aims to find out the teacher's strategy for learning Islamic religious education in mentally retarded children in Cerme State Middle School and to identify supporting and inhibiting factors in the implementation of Islamic Religious Education Learning Strategies in Tabenagrahita Children in Cerme State Middle School. This type of research is descriptive-qualitative with a case study approach. Data collection techniques used are observation, interviews, and documentation methods. Data analysis techniques using Milles and Huberman theories, namely data reduction, data presentation, data validity, and drawing conclusions, The results of this study indicate that the strategy implemented by Islamic Religious Education teachers in Cerme State Middle School for children with Tabenagrahita is a discovery learning strategy. Learning with Discovery Learning strategies is centered on students and educators only as a companion and helps students if they find difficulties during the learning process. Discovery learning strategies make students active learners because educators provide the opportunity to ask questions, argue, and find their own answers to a problem. As seen in the learning steps of discovery learning that have been carried out by educators in the learning process, which starts with stimulation, problem statement, data collection, data processing, verification, and generalization, Of course, in the application of learning strategies, there are supporting and inhibiting factors, as follows: supporting factors, interests, and motivation of educators, as well as the communication of teachers and parents of students. Inhibiting factors, concentration of learning, obstructing language development, the condition of mental retardation, children who are easy to forget, and educators are not graduates of extraordinary education.

Use of Social Media as a Learning Media in 21st Century Learning

Today's rapidly growing use of social media has both positive and negative impacts on people's social lives. Moreover, based on UNESCO data, Indonesian people are very active in using social media. This research aims to The use of social media as a learning medium aims to increase students' interest in learning, improve students' ability to use technology and increase students' awareness in using social media in the context of education. The method used in this research is a quantitative method using a survey model and in-depth interviews with one teacher and students. The results of this study show that social media can be used for learning tools or media. However, in reality, currently there is no maximum use of social networking media. The results of researchers' observations by looking at the growing phenomenon, that the use of social networking media is currently mostly only used by students to be limited to sending messages with friends, playing games (games), and buying goods online. The use of social networking media is currently still not utilized as a learning medium by students. The conclusion of this research is that media in the learning process is an inseparable part of the teaching and learning process in order to achieve an educational goal in general and learning objectives. Strategies to be able to find learning media. The right and appropriate in the learning process can be done by making considerations in the selection of social media. Therefore, the limitation of this study is that researchers only conducted research on the role of the Discovery Learning strategy in Islamic cultural history lessons, researchers hope that future researchers can conduct research on the Discovery Learning strategy by developing this strategy in other subjects.

The Effect of Discovery Learning on Students' Essay Writing Skills

The purpose of this study was to find out how the discovery learning paradigm affects the ability to write essays for class XI students of SMA Negeri 9 Padang. The methodology used in this research is explorative. One group participated in the pretest-posttest design selected for this investigation. The sample of this research was F4 class students of SMA Negeri 9 Padang, which consisted of 36 students. The educational tool consists of several sections, such as training modules, workbooks specifically designed to help students improve their essay writing skills, and performance tests to measure students' specific essay writing skills. By using the SPSS 25 for Windows program, data analysis was carried out to find out how the discovery learning paradigm influences student learning outcomes. This distribution is in accordance with the normal distribution, according to the findings of the normality test performed on the pretest data. The average value is calculated to be 60.94, and this result is based on the fact that the significance value (0.078 0.05) is greater than a predetermined threshold. The findings of the posttest data normality test confirm that the distribution is normal. The mean value of 77.77 and a significance level of 0.094, which is higher than the intended cutoff of 0.05, indicates this. The results of the significance test showed that the application of the discovery learning strategy had a statistically significant effect on the ability of class XI students of SMA Negeri 9 Padang in composing essays. This conclusion is reached using a significance level of 0.05 (p 0.05). Thus, it can be stated that the use of discovery learning methodology in eleventh grade students of SMA Negeri 9 Padang has a significant effect on their writing ability.

AN ANALYSIS OF DISCOVERY LEARNING STRATEGY IN ENGLISH LEARNING PROCESS AT EIGHTH GRADE ON SMP NEGERI 2 HILIDUHO IN 2022/2023

Discovery Learning Strategy is a strategy used by English teacher in English learning process. Discovery Learning Strategy can increase the students' activeness in English learning process. The purpose of this study is to find out how the implementation of Discovery Learning Strategy in the English learning process and secondly to analyse how students' English learning result in the implementation of Discovery Learning Strategy in English learning process. This research uses a descriptive qualitative approach. The research instruments used were lesson plans, observation sheets, and field notes. The results showed that in the learning process using the Discovery Learning Strategy, the English teacher had used the lesson plan as a guideline in learning. In the lesson plan, there are procedures carried out by the English teacher. The implementation of Discovery Learning Strategy in greeting card learning has been going well, it is proven that when English teacher do the learning process by using Discovery Learning Strategy, the students look active in participating in learning, especially in greeting card material. The implementation of Discovery Learning Strategies in class VIII-B had an impact on the student learning result. From the results of tests conducted by English teacher in the class that the implementation of Discovery Learning Strategies has a positive impact on improving the student learning results. From the test results that had been given many students who answer correctly and reach the MCC.

Implementation of discovery learning model to improve student learning outcomes

This study aims to determine whether the discovery learning approach for teaching mathematics has an effect on students' learning outcomes. This study is quantitative descriptive research with a pre-experiment, one-group pretest-posttest research design. The research subjects consisted of 31 students from class IXA at junior high school 36 Semarang. The students took a pretest before the implementation of the discovery learning model, and then a posttest was given after the implementation to measure the enhancement of students' learning outcomes. Pretest and Posttest findings revealed an increase in the average scores, which were 47.41 and 80.90, respectively, and the N-Gain test results showed a score of 0.61 in the moderate category. The study's findings shed light on the usefulness of the discovery learning approach in increasing the learning outcomes of class IXA students at junior high school 36 Semarang, particularly in the field of geometry transformation. From the results of the pretest, it was found that 31 students were in the low category. After learning with the discovery learning model, a posttest was carried out with the results of 7 students who were in the low category, 17 students in the medium category, and 7 students in the high category. There were significant changes in the participants' pretest and posttest scores, validating the efficacy of discovery learning strategies. Students who received instruction using the discovery learning model, in particular, had considerably higher posttest results as compared to their pretest scores. This demonstrates a significant increase in their comprehension and application of geometry transformation ideas following participation in the discovery learning technique. Through the discovery learning approach, teachers play a critical role in promoting student-centered learning. While the discovery learning model has been shown to be helpful in improving student learning outcomes, it is critical to investigate other instructional strategies and the use of educational technologies in future research and teaching practices. Additional study should be conducted to explore the usefulness of instructional technology and to establish best practices for its integration in order to improve student accomplishment in the digital era.

The Effect of Discovery Learning vs Conventional and Auditorial vs Kinesthetic Learning Styles on Elementary School Students’ Mathematics Learning Outcomes

This study aims to determine the effect of Discovery Learning strategies and Learning Styles on Student Learning Outcomes at SD Negeri Solear II, Tangerang Regency - Banten. To measure the achievement of objectives by comparing student learning outcomes between Discovery learning and conventional learning strategies and measuring the influence of student learning styles between auditory and conventional on learning outcomes. This research is experimental research. The population of this study were all fifth-grade students at SDN Solear II Tangerang Regency, totaling 74 students consisting of two classes, with details of 37 students in VA class and 37 students in VB class. The sample in this study were 40 students consisting of VB class as the experimental class and VA class as the control class. The instruments in this study were 5 items in the form of essays which were carried out during the pre-test and post-test as well as instruments to measure students' learning styles. The results of the data analysis found that there was a difference in the average value of improving students' mathematics learning outcomes between the control class and the experimental class, where the control class had an average score of 66.75 and was lower than the experimental class which reached 78.75. This means that there is an influence of Discovery Learning strategies and student learning styles on student mathematics learning outcomes.

Penerapan Strategi Pembelajaran Pada Mata Pelajaran Akidah Akhlak Di MtsS Miftahul Huda Desa Silikuan Hulu Kecamatan Ukui Kabupaten Pelalawan

Learning strategies can be interpreted as an outline of a course or general patterns of activities carried out by an educator and students in the embodiment of teaching and learning activities to achieve the goals outlined. There are several problems found by researchers in research locations, especially in the learning process of Akidah Akhlak at MTsS Miftahul Huda Silikuan Hulu Village, Ukui District, namely, students are not able to directly absorb the material presented by the teacher, lack of enthusiasm of students in class when learning Akidah Akhlak which causes some students to not care about the material presented by the teacher, and the teacher's lack of understanding of the application of learning strategies which can be seen from the learning process the teacher only uses monotonous learning strategies so that it does not increase the learning enthusiasm of students in the classroom. This research includes qualitative research, the data collected is in the form of words and pictures, in this case it is explaining how teachers use learning strategies. Researchers collected data through interviews, documentation, and field notes. Data were analyzed in three stages, namely data reduction, data presentation, and data verification. Techniques for guaranteeing the validity of the data are source triangulation, technical triangulation, and time triangulation. Based on the results of the research that the researchers conducted, it can be concluded that: (1) The strategies used by the aqidah moral teachers in class VIII semester 2 of MTsS Miftahul Huda Siliuan Hulu Village, Ukui District, namely problem-based strategies, discovery learning strategies, and cooperative learning strategies (2) Steps -Steps for implementing learning strategies in the subject of Aqidah Akhlak a. Opening learning activities, b. Explain the competence to be achieved, c. Educators help students define organizing tasks. d. Educators and students arrange tasks together. e. Students collect information according to the problem being discussed. f. Educators supervise the course of learning activities g. The teacher gives an explanation of the material. (3) Obstacles faced in implementing the implementation of the learning strategy of aqidah morals at MTsS Miftahul Huda Silikuan Hulu Village, namely the lack of teacher preparation in implementing learning, for the learning process to be carried out suddenly.

Strategi Guru Pendidikan Agama Islam dalam Mengimplementasikan Kurikulum 2013

The purpose of this study is to describe how PAI teachers implement the 2013 curriculum in implementing learning so that students are more active in the learning process. This research is a qualitative descriptive study. This research was conducted by taking the research subjects of Islamic religious education teachers of class XI and class XII, curriculum assistants, school principals, and students of class XI and class XII at SMA Negeri 9 Bengkulu City. Data collection techniques through interviews, observation and documentation. The results of the research obtained some information such as the teacher's strategy in implementing the 2013 curriculum, learning planning, learning implementation and learning evaluation. In conclusion, the learning strategies applied by PAI teachers in implementing the 2013 Curriculum at SMA Negeri 9 Bengkulu City are discovery learning strategies, and problem based learning strategies. The implementation of the 2013 curriculum in learning Religious Education is said to have run smoothly and perfectly, in accordance with the characteristics of the 2013 curriculum, namely that it has gone according to the procedure, namely by compiling learning tools which include compiling prota, promissory notes, weekly programs, daily programs and compiling lesson plans (RPP).
 
 Keywords: PAI Teachers, Implementation of 2013 Curriculum, Learning Strategies

Developing Critical And Creative Thinking-Based Islamic Religious Education Learning Designs Using Discovery Learning Strategies Through Saintificate Approaches

This research aims to describe and analyze the development of Islamic Religious Education learning design based on critical and creative thinking with a scientific approach to discovery learning strategies. This research method uses qualitative research with descriptive research types. The primary data sources in the study were Islamic Religious Education teachers, students, and school principals. Secondary data sources are in the form of books, research journals, and documentation. Data collection techniques using observation, interviews, and documentation. Data analysis techniques use data reduction, analysis, interpretation, and triangulation. The results of this study state that the learning process of jurisprudence still uses a lot of methods that are less interesting because it is too monotonous to only use one method, namely the lecture method, without being balanced with other methods, so the learning atmosphere is less attractive, looks pretty dull, without the support of exciting media and facilities. as did MTsN teachers, and State MA teachers.

Analysing Teachers’ Perception of the Try-Understand-Apply-Mastered Discovery Learning Processes in Vanuatu Using the Constructivist Grounded Theory Approach

<p style="text-align:justify">Internal and external assessment instruments, such as the Vanuatu Standard Test of Achievements (VANSTA) and the Pacific Island Literacy and Numeracy Assessment (PILNA), reveal that mathematics achievements in the Republic of Vanuatu remain below the minimum standard. This study drew on the constructivist grounded theory approach to explore teachers' perspectives of the learning and teaching processes in mathematics education in the Republic of Vanuatu. Specifically, the focus was on the ‘I do-we do-you do’ approach of teaching, which is common in mathematics education in the country. Teachers' opinions about the current situation of mathematics education and possibilities for improving it were extracted using semi-structured interviews with 22 teachers from two randomly selected urban schools. Based on the constructivist grounded theory analysis, four major interlink themes were found. Overall, the findings show that mathematics achievements in the country can be improved through proven discovery-learning strategies for stimulating students' mathematical thinking in the 21st century, such as the ‘try-understand-apply-mastered’ (TUAM) discovery learning process.</p>

Discovery Learning Strategy as a Resource for Developing Interior Design Basics Education

Discovery Learning Strategy as a Resource for Developing Interior Design Basics Education

The Effect of Digital Technology Learning Based on Guided Discovery and Self-regulated Learning Strategy on Mathematical Creativity

Considering that teachers can not directly supervise or control students’ real activities during online learning, students need to manage their learning without the teacher’s presence. However, students cannot manage their learning process independently and tend to do other activities during the online learning process. On the other hand, students need to combine previous knowledge to form new and creative ideas. This contradictory condition causes students not to focus on learning, students are not able to combine previous knowledge, and there is no effort to form new and creative ideas. So students’ mathematical creativity is very low. As a result, teachers must implement strategies that guide students to find new or creative ideas by activating students’ self-regulation abilities during online learning. This study applied digital technology learning through the LMS (learning management system) based on guided discovery and self-regulated learning strategies to overcome these problems. This research employed the quantitative research method. The subjects of this study were 67 high school students in Malang. The sampling technique was the distribution of the questionnaire. The data were first tested to gain normality by using the Kolmogorov Smirnov test. Data analysis employed multiple-linear regression tests. Meanwhile, the data analysis process employed the SPSS-23 application. The results show that digital learning technology based on guided discovery and self-regulated learning strategies positively affects students’ mathematical creativity during online learning. The higher implementation of digital technology learning based on guided discovery and self-regulated learning strategies will improve students’ mathematical creativity. This research provides information to develop learning for educators. using Digital technology learning based on guided discovery and self-regulated learning strategies, guided discovery-based digital technology learning, and independent learning strategies have increased students’ mathematical creativity.