Discovery Learning Strategy Research Articles

Intuitionistic fuzzy three-way transfer learning based on rough almost stochastic dominance

As a significant extension of rough set theory, three-way decision (3WD) theory plays a crucial role in the data mining of uncertain information and decision-making analysis. Transfer learning (TL) is also a powerful knowledge discovery and deep learning strategy that has attracted the attention of many scholars. At present, many achievements have been made in related studies based on the concepts of sample transfer, feature transfer, and parameter transfer. However, there are few studies on multi-granularity fusion and TL for multisource data from the perspective of the stochastic dominance (SD) relation. In this paper, an intuitionistic fuzzy three-way transfer learning (IF3WTL) model based on rough almost stochastic dominance (RASD) is proposed. In this scenario, we first introduce the concept of a rough marginal information measure and the corresponding calculation method. Then, an RASD method is proposed to generate the multi-granularity distribution of same-category information in the source domain. In addition, 3WD theory is introduced to classify the target domain objects into positive, negative, and boundary regions based on the relation between marginal minimum risk information and the corresponding multi-granularity distribution. Furthermore, a secondary decision strategy with an SVM algorithm is implemented to iteratively process boundary region objects. The proposed method can reduce the differences in the data distribution among domains through RASD, improve noise tolerance, and obtain the degree of roughness of common information at different scales. Moreover, the proposed method adopts an iterative learning strategy, which can reduce the decision-making cost in cases with insufficient information and improve the accuracy of classification for objects in the boundary region. The rationality and effectiveness of the proposed model are verified through experiments with the ABIDE dataset and comparative analyses with the existing state-of-the-art methods.

The Effect of the Discovery Learning Approach on the Basic Art Education Students' Attitude

Araştırma, buluş yoluyla öğretim yaklaşımını temel alan oluşumların temel sanat eğitimi dersinde uygulanması ve bu uygulama sonrası elde edilen bulguların dersin öğretiminde sağlayacağı faydaları ve getirilebilecek önerileri ortaya koyması bakımından önem taşımaktadır. Bruner’in öğretmeni rehber, öğrenciyi aktif katılımcı olarak benimseyen buluş yoluyla öğretim yaklaşımı, temel sanat eğitimi açısından önemli bir durumdur. Araştırmanın çalışma gurubunu, 2018-2019 öğretim yılı bahar döneminde, Akdeniz Üniversitesi Güzel Sanatlar Fakültesi Moda ve Tekstil Tasarım Bölümü 1. Sınıfta öğrenim gören A ve B şube öğrencileri oluşturmuştur. Yapılan kura ile, hangi şubenin deney hangi şubenin kontrol grubu olacağı belirlenerek; 17’si deney, 17’i kontrol olmak üzere, toplam 34 öğrenciden oluşan çalışma grubu oluşturulmuştur. Araştırmanın modeli ön test son test kontrol gruplu deneysel desen olarak belirlenmiştir. Araştırmada tutum ölçeği araştırmacı tarafından geliştirilmiştir. Tutum ölçeği geliştirme sürecine ve madde yazma ilkelerine uygun olarak maddelerin bilişsel, duyuşsal ve davranışsal öğeleri içermesine, olumlu ve olumsuz maddelerin ölçek içerisinde eşit dağılımına özen gösterilmiştir. Araştırmanın başında her iki gruba da tutum ölçeği ön test olarak uygulanmış, 8 haftalık çalışma sonrasında son test uygulanmıştır. Deney ve kontrol gruplarında tutum ölçeğinden elde edilen veriler üzerinde dağılımın normallik varsayımını yerine getirdiği gerekçesine dayalı olarak parametrik testlerden bağımlı ve bağımsız gruplar için “t” testi tekniklerinden yararlanılmıştır. Analizlerden elde edilen sonuçlar tablolaştırılarak yorumlanmıştır. Araştırma sonrasında buluş yoluyla öğretim yaklaşımının uygulandığı deney grubu ile geleneksel yöntemin uygulandığı kontrol grubu arasında tutumlar baz alındığında deney ve kontrol grubu tutumlarında anlamlı bir farklılık oluşmamıştır.

استراتيجيات التعلم لتدريس مقرر نموذجي لمكافحة الفساد

ملخص تعد جرائم الفساد من الجرائم التي تحولت إلى ظاهرة عالمية خطيرة تتفاوت خطورتها من دولة إلى دولة أخرى، مما جعل التصدي لها ليس بالأمر السهل، وأخذ في ذلك أشكالا متعددة تختلف من دولة إلى أخرى حيث أن الاتفاقيات الدولية لمكافحة الفساد جعلت الوقاية منه آلية ذات أولوية، وعليه فتبني مناهج تعليمية لتدريس مقررات نموذجية لمكافحة الفساد تعتبر أيضا من آليات الوقاية من انتشار الفساد. خاصة وأن التدريس أداة من أدوات نهوض المجتمعات الإنسانية في كل المجلات. ومن أهم الاستراتيجيات التدريسية التي يمكن استغلالها في هذا المجال: استراتيجية العصف الذهني، استراتيجية العمل الجماعي، استراتيجية المناقشة، استراتيجية الرؤوس المرقمة، استراتيجية حل المشكلات أو التعلم القائم على المشكلات، استراتيجية التعلم بالاكتشاف، استراتيجية التعليم الإلكتروني، دراسات الحالة. فالفساد لا يتعايش مع التنمية، بل يستنزفها، ومحاصرته من خلال الجامعة والعملية التعليمية تتطلب مجهودات لنشر الوعي الكافي في المجتمعات لمحاربة هذه الظاهرة والوقاية منها. Corruption crimes are among the crimes that have turned into a serious global phenomenon, the severity of which varies from one state to another. Accordingly, adopting educational curricula to teach exemplary anti-corruption courses is also one of the mechanisms to prevent the spread of corruption. Especially since teaching is one of the tools for the advancement of human societies in all fields. Among the most important teaching strategies that can be exploited in this field, we mention: brainstorming strategy, teamwork strategy, discussion strategy, numbered heads strategy, problem-solving or problem-based learning strategy, discovery learning strategy, e-learning strategy, and case studies. Corruption does not coexist with development, but rather drains it, and besieging it through the university and the educational process requires efforts to spread sufficient awareness in societies to combat and prevent this phenomenon.

IMPLEMENTASI STRATEGI PEMBELAJARAN DISCOVERY LEARNINGDALAM MENINGKATKAN KETERAMPILANBERFIKIR KRITIS PESERTA DIDIK PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SMA MUHAMAMDIYAH 2 SANGKAPURA

The application of discovery learning strategies in improving critical thinking skills at SMA Muhammadiyah 2 Singapura is the title as well as the goal of this research. This study uses research methods with a qualitative approach or type of descriptive research. The results of the research implementation of discovery learning strategies in improving students' critical thinking skills in Islamic religious education subjects went very well, this was seen from the results of observations and learning activities where students experienced an increase in critical thinking when using discovery learning strategies to get a percentage 85% with good category. Critical thinking skills in students are also good. The supporting factors of this research start from the curiosity of students, self-confidence, opportunity and time, and learning selection strategies. While the inhibiting factor is the opposite of the supporting factor, namely the lack of curiosity of students, fear, and inferiority.

TAHLIL AKHTO’ AL-IMLAIYYAH WANNAHWIYAH FII AL-INSYA’ AL-‘ARABI WATAKHTU AN-NAMTHI AL-MUNASABI FII TA’LIMIHI BIMA’AAHAD AL-KAUTSAR ALGONTORY AIKMEL LOMBOK ASY-SYARQIYAH

This study aims to analyze forms of imla' and nahwu errors in the third and fourth grader students' insha' writing at Al Kautsar Al Gontory Islamic Boarding School as a basis for designing an appropriate insha' learning model. This study is qualitative descriptive.The study indicates that the third-grader students commit 11 types of imla' errors and 14 types of nahwu errors. On the other hand, the fourth-grader learners make 12 and 7 errors of imla' and nahwu, respectively. Other errors are the absence of opening and closing of insha' and punctuation marks.The learning model applied in insha' learning at school is the PBJL with a student-centered learning approach and uses the assignment method. However, the results suggest that the learning design suitable for the school based on several considerations is direct learning with a teacher-centered learning approach and using an expository strategy. Lecturing and question-answer are the appropriate methods to apply such strategy. Suppose the teacher wants to devote 1 hour of lessons involving students to correct their insha’ writing errors. In that case, a discovery learning strategy with a student-centered is appropriate for this applied to the discussion method. Keywords: Imla' and Nahwu's Errors, Learning Model, Insha' Learning.

THE DESCRIPTION OF ENGLISH TEACHING STRATEGY USED IN TEACHING READING IN ISLAMIC SENIOR HIGH SCCHOOL

This research is talked about descriptive qualitative, this research was done to know the teaching strategy in teaching English. This research was want to answer the question How is the teaching strategy in teaching reading in MA Maarif , and the objective was to describe the teaching strategy in teaching reading. To describe the answer the researcher used three instruments for taking the data, they are observation and questionnaire. Finding, the teacher applied those strategies. From the first to the third meeting, the teacher applied the different strategies. At the first and second, the teacher applied the discovery learning strategy where the learning materials were searched and found by the students themselves through various activities, and the third meeting the teacher used question answer strategy and discussion strategy.

I am Guiding my Students the Right Way? Implementing Discovery Learning in Speaking Skill Practices

The discovery learning paradigm, which is discussed in this article, is one that is well-suited to the task of teaching students how to detect observation results when they are presented in written form. The students in this method acquire knowledge by hands-on experience, which encourages both their individual initiative and their individual originality as learners. Discovery When a teacher employs the learning approach, also known as the discovery method, they instruct in such a way that children are exposed to new material that they were previously unaware of. Students engage in activities or learning that involve discovery learning, also known as discovery learning, in order to uncover concepts and principles through their own internal mental processes. Students are required to conduct observations, categorize information, form hypotheses, explain their reasoning, and draw conclusions as part of the process of finding concepts or principles. The improvement of students' English proficiency is the focus of this article, which takes a discovery learning strategy to achieve that goal.

Pengaruh Strategi Pembelajaran Discovery Berbantu Aplikasi Kelas Pintar terhadap Kemampuan Literasi Digital Siswa pada Materi Sistem Pernapasan Manusia

This study aims to determine the effect of discovery learning strategies assisted by smart classroom applications on digital literacy skills in students and to compare the experimental class's digital literacy better than the control class after being given treatment. This type of research is a quasi-experimental research with a pretest-posttest control group research design. Data was collected using an instrument in the form of a questionnaire to measure students' digital literacy skills. The population and sample in this study were students of SMP IT Al-Hijrah 2 Laut Dendang class VIII B totaling 30 students and class VIII C totaling 30 students. In determining the pretest and posttest, the instrument validity test was carried out in the form of a questionnaire that had been validated by the validator. After obtaining data from the results of the pretest and post-test, The post-test results were obtained by class VIII C as the experimental class with an average value of 81 and Class VIII B as the control class with an average value of 65, namely that the calculation of the t-test on the posttesttcount (15.897) > ttable (2.001) and sig. (2-tailed) = 0.000 where (0.000 < 0.05) with a 95% confidence level the data is significant. Then Ha accepted these things showing that 1)There is an effect of using discovery learning strategies assisted by smart classroom applications on students' digital literacy skills,2) The experimental class that uses the discovery learning model on digital literacy skills in students is higher than the control class that uses the conventional learning model, namely the lecture method.

Combination of Discovery Learning and Metacognitive Knowledge Strategy to Enhance Students’ Critical Thinking Skills

<p style="text-align: justify;">The research aims to develop an instructional tool based on Discovery Learning (DL) combined with a Metacognitive Knowledge Strategy (MKS) to enhance students’ Critical Thinking Skills (CTSs). In doing so, the study employed a Research and Development (R&D) method to develop such a tool. The developed instructional tool was tested for its validity by experts and practitioners’ evaluation. Further, the empirical data were collected from the results of implementation in learning and the student's responses, while the data of tools effectiveness were acquired from the critical thinking tests given to students (analyzed by related t-test). The developed instructional tools were implemented in a limited-scale trial of 32 students and a large-scale trial of 59 students. The results show that: firstly, the DL and MKS-integrated instructional tools are stated as valid in terms of the lesson plan, student worksheet, and critical thinking test. Secondly, the practicality criteria have been successfully met; the learning implementation, students’ activity, and students' responses were regarded as in accordance with the feasibility standard. Thirdly, the instructional tool was deemed effective in enhancing students’ CTSs (p = 0.05).</p>

Comparison of Cooperative Learning Theory, Discovery Learning Strategy and Constructivist Approach Steps on Academic Achievement in Science Education

Araştırmanın amacı, işbirlikli öğrenme kuramı, buluş yoluyla öğrenme stratejisi ve yapılandırmacı yaklaşım kuramı basamaklarının bireylerin akademik başarılarına etkisinin karşılaştırılmasıdır. Araştırma; ön test-son test modeline uygun Kahramanmaraş ilinde, MEB’e bağlı okullarda bulunan 7. sınıf öğrencileriyle yarı deneysel bir çalışma olarak yapılmıştır. Akademik başarıları birbirine yakın olan dört grup seçilmiş ve bu dört grup içinden üç deney ve bir kontrol grubu atanmıştır. Kontrol grubuna geleneksel öğretim yöntemi uygulanmıştır. Deney grupları olarak, işbirlikli öğrenme kuramı, buluş yoluyla öğrenme stratejisi ve yapılandırmacı yaklaşım basamaklarının uygulanacağı üç grup seçilmiştir. Çalışma her bir deney grubuna 4 haftalık süre boyunca uygulanmıştır. Uygulamaların öncesi ve sonrasında her iki gruba da Fen Bilgisi Başarı Testi ön-test ve son-test olarak uygulanmıştır. Veriler bağımsız t testi ile değerlendirilmiştir. Elde edilen verilere göre yapılandırmacı yaklaşım basamaklarının kullanıldığı deney grubu ile kontrol grubu arasındaki p anlamlılık değeri 0,24, buluş yoluyla öğrenme stratejisinin kullanıldığı deney grubu ile kontrol grubu arasındaki p anlamlılık değeri 0,002, işbirlikli öğrenme kuramının kullanıldığı deney grubu ile kontrol grubu arasındaki p anlamlılık değeri 0,001 olarak bulunmuştur. P anlamlılık değerleri p<0,005 olan deney ve kontrol grupları arasında anlamlı farklılık bulunmaktadır. Akademik başarıları ve p anlamlılık değerleri karşılaştırıldığında en fazla başarı işbirlikli öğrenme kuramı uygulanan grupta görülmüştür ve bu doğrultuda önerilerde bulunulmuştur.

The Impact of Learning Strategy of Problem Solving and Discovery towards Learning Outcomes Reviewed from Students Learning Motivation

The research aims at examining: (1) the impact of Problem Solving Strategy and Discovery Learning Strategy on mathematics learning outcomes, (2) the impact of learning motivation on mathematics learning outcomes, (3) the interaction between learning strategies seen from the learning motivation on mathematics learning outcomes. Type of the research is quantitative with a quasi-experimental design. The population of the research is all of the 7th-grade-students at one of state middle school at Surakarta Central Java, Indonesia. A total of 57 students from two different classes were involved in the study, assigned as experimental group and control group. They were selected through cluster random sampling technique. The group which was assigned as the experimental group was instructed through a problem-solving strategy whereas the other group was discovery learning. Data collection techniques used the method of test, questionnaire, and documentation. The technique of data analysis was the two-way analysis of variance. From the analysis, it was concluded that: (1) there are impacts of Problem Solving learning strategy and Discovery Learning on mathematics learning outcomes, (2) there are impacts of student learning motivation on mathematics learning outcomes, (3) there is no interaction between learning strategies and learning motivation on mathematics learning outcomes.

UNDERSTANDING AND EVALUATING PERSONAL LETTER WRITING: A SYSTEMIC FUNCTIONAL LINGUISTICS ANALYSIS OF STUDENT TEXTS IN ONE OF SENIOR HIGH SCHOOL IN INDONESIA

Based on 2013 Curriculum, Personal Letter can be considered as one of the challenging text types that should be mastered by the students. This might be the reason why the text is taught in Senior High School Level. Therefore, it is crucial for the teachers to expand their knowledge regarding this type of genre to overcome students� problems faced during writing personal letter. This study is aimed to analyse student�s Personal Letter text based on three metafunctions in SFL perspective. It is expected that by identifying students� problems, teachers can decide and design appropriate pedagogical plan. The data of this descriptive qualitative study were analysed by using three metafunctions in Systemic Functional Linguistics (SFL). The result of the study reveals that the student�s major problems in producing Personal Letter text are the use of subject and verb tense (interpersonal metafunctions), the generic structure of the text, the use of conjunctions, the grammatical errors, and L1 interference.Keywords: personal letter; systemic functional linguistics; metafunction; discovery learning strategy.

The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

The Effect of Discovery Learning Strategy and Learning Motivation on Learning Outcomes of Islamic Education Elementary School of Number 106190 Kotapari, Pantai Cermin District, North Sumatra

This study aims to determine: (1) differences in student learning outcomes taught by using the discovery learning strategy with student learning outcomes taught by expository strategies, (2) differences in the learning outcomes of students who have high motivation and low motivation by using learning learning strategies , (3) differences in learning outcomes of students who have high motivation and low motivation using expository learning strategies, and (4) the interaction between the effects of learning strategies and motivation on student learning outcomes. The research method used is quantitative with a quasi-experimental model of factorial design 2 x 2. The research sample is 1 class for discovery learning strategy learning and 1 class is expository learning strategy. Data collection instruments are tests and questionnaires. The data analysis technique is a two-way analysis of variance. The difference in value between the experimental class and the control class is not significant enough so that it can be interpreted that there cannot be a significant difference in student learning outcomes between the experimental class and the control class.

Students’ Perception of the Discovery learning Strategy in Learning Reading Comprehension at Widya Manggala Senior High School

Reading is a crucial skill for foreign language learners, and one the most learning strategy to promote reading is discovery learning. This study aimed at examining senior high school students’ perceptions of the use of the discovery learning strategy on reading comprehension. Involving 68 students of Widya Manggala Senior High School, the study collected data using a questionnaire and interviews. The quantitative data obtained from the questionnaire was analyzed by using the descriptive statistic, while the qualitative data obtained from the interview was analyzed descriptively. Findings revealed that the majority of the students have a positive and of the upper-medium level of perception of the use of the discovery learning strategy on reading comprehension. Although their perception is not very high, they realize that this strategy can make them more active and serious in the learning to read process.

Aha! Taking on the myth that simulation‐derived surprise enhances learning

This paper aims to discuss the recurring education-related issue of the high-fidelity simulation myth. In the current instantiation, educators erroneously believe that trainees benefit from authentic uncertainty and surprise in simulation-based training. We explore the origins of this myth within the experiential learning and social constructivism theories and propose an evidence-based solution of transparent and guided instruction in simulation. Constructivist theories highlight meaning making as the benefit of inquiry and discovery learning strategies. Inappropriate translation of this epistemology into an element of curriculum design creates unfortunate unintended consequences. We propose that the translation of constructivist theories of learning within simulation-based education has resulted in a pervasive myth, which decrees that scenarios must introduce realistic tension or surprises to encourage exploration and insightful problem solving. We argue that this myth is masquerading as experiential learning. In this narrative review, we interpret our experiences and observations of simulation-based education through our expertise in education science and curriculum design. We offer anecdotal evidence along with a review of selected literature to establish the presence of this previously undetected myth.

Upaya Meningkatkan Minat dan Kemampuan Kognitif Siswa SMK Melalui Waze Apps

The aim research is icreased instruction quality and utilized Waze software on Mekanika Teknik subject matter amongst SMK Negeri 3 Gorontalo, X TP-2 grade. This research used classroom action research method, consisting of two cycles. Each cycles: (1) plan; (2) implement; (3) act observe; and (4) reflect. This research utilized Waze software in discovery learning strategy. Data collected from observation, questionnaire, and paper test. This research has revealed that, there were enhancement in the learning interest and cognitive skill of student. Based on these findings, it was therefore recommended that Mekanika Teknik Teacher should be encouraged to use Waze software on internet for effective instruction of Mekanika Teknik subject matter.

The Effectiveness of Discovery and Inquiry Learning Strategies in Improving Students’ Early Math Skills

The study aimed to find out the effectiveness of discovery and inquiry learning strategies on the efforts of improving the early math skills of students in kindergartens in West Java Province, Indonesia. This is experimental research. The sampling method was done by multi-stage random sampling with probability sampling and it obtained 72 samples of kindergarten students consisting of 36 children from kindergartens in Bandung, West Java who were treated by discovery learning strategy and 36 children from the kindergartens in West Bandung Regency who was treated using inquiry learning strategy. Data were obtained using a checklist of observation sheets for early math skills of kindergarten children. Data analysis used a quantitative descriptive with a t-test. The findings of the study indicate that discovery-learning strategy is better than inquiry learning strategy in improving early math skills of kindergarten students. It is evidenced by the results showing that the average score of group with discovery learning strategy was 111.63 and the average score of group n using inquiry learning strategy was 101.96 with the result of t-count of 5.551 at the 0.05 level of significance. The conclusion of this research there were differences in early math skills between groups of children with discovery learning strategy and those with the inquiry learning strategy. From the results of data processing and discussion of the study, it was concluded that discovery learning strategy was better than inquiry learning strategy in increasing the score of early math skills of kindergarten children.

Discovery Learning Strategy: Integrating Think-Pair-Share and Teacher’s Corrective Feedback to Enhance Students’ Writing Language Accuracy

This research aimed at finding out the students’ writing language accuracy and their experience (perception) after learning how to use the integration of Think-Pair-Share (TPS) and Teacher’s Corrective Feedback (TCF) within discovery learning strategy. A quantitative study in the form of pre-experimental design was conducted which involved 24 students of English study program in the Faculty of Education at Lampung University-Indonesia who took Pre-Intermediate writing class. These students were prepared to be junior and/or senior school English teachers. Therefore, language accuracy was badly needed. The results demonstrate that there was improvement of students’ writing language accuracy after the implementation of integrating Think-Pair-Share and teacher’s corrective feedback within discovery learning strategy. Grammar accuracy was the highest compared to vocabulary and spelling accuracy. In addition, the students demonstrated positive perception among the five categories of perception, interest and motivation were the highest. It is because of the steps of TPS and minimum TCF in the form of scaffolding and constructive questions of the teacher.

Discovery Learning Strategy in Geographical Education: A Sample of Lesson Design

The practice and activity examples are quite limited regarding how the learning-teaching processes, which are offered by the teaching program of geography lesson prepared in 2005, updated in 2011 and amended comprehensively in 2017, can be achieved. There is not any teachers’ guide analyzing the teaching program’s approach and how it should be conducted is available in this matter, indeed. For this reason, the application of the program is completely under the initiative of teachers. This research aims at analyzing the discovery learning strategy, one of the strategies made use of in geography teaching, preparing an example lesson plan as to how the discovery learning strategy can be transferred to classrooms and developing suggestions in order to fill the gap in the literature even a little and increase the number of model applications. The reason why the discovery learning strategy is chosen in the research is the fact that it is in compliance with the student-centered approach proposed by the geography teaching program in effect because it is essential in the discovery learning strategy that students are centered and teachers act as guides. The research was conducted by means of descriptive analysis method. Within this frame, the discovery learning strategy was examined; the importance of planning the teaching activities was explained and a lesson template was created. With reference to the mentioned template; a lesson plan example based on the subject “Interior Structure of the Earth” was prepared in order to offer an example regarding how the discovery learning strategy can be moved to classrooms. The research results are anticipated to be useful for geography and other branch teachers and to constitute a basis for prospective academic studies.