Guided Discovery Learning Method Research Articles

The Influence of Guided Discovery Learning Assisted by Fractional Wheels and Learning Motivation on Improving The Critical Thinking Skills of Grade V Students at SD Negeri 1 Dagan Purbalingga

The purpose of this research is to examine how employing Guided Discovery Learning tools alongside fractional wheels, as well as enhancing learning motivation, impacts the enhancement of critical thinking abilities among elementary school students. Essential 21st-century skills include critical thinking, digital literacy, information literacy, media literacy, and proficiency in information and communication technology. The goal of mathematics education is for students to develop logical, critical, analytical, meticulous, and responsible abilities. Mathematics and critical thinking are intrinsically linked, as mathematics is understood through critical thinking, and critical thinking is trained through mathematics. Students with strong critical thinking skills can solve problems effectively, preparing them to face real-world challenges and global competition in the 21st century. The research method used is quantitative descriptive research with a correlational approach. Data analysis involved statistical methods, including multiple regression analysis and partial tests (t-tests). The regression analysis F-test indicates that Guided Discovery Learning and learning motivation simultaneously have a significant effect on students' critical thinking. The first partial t-test shows that Guided Discovery Learning impacts critical thinking, and the second t-test indicates that learning motivation influences critical thinking. Based on these results, the Guided Discovery Learning method supported by fractional wheels and enhanced learning motivation significantly improves students' critical thinking patterns.

Analysis of Problem Solving Ability in Natural Sciences and Life Skills through Guided Discovery Learning in the View of Student Learning Independence in the Subject Matter of Changes in Energy Forms

The purpose of this study was to examine the effect of guided discovery learning on science problem solving ability and life skills in terms of student learning independence in the form of energy in grade IV elementary school. Method: The research design used quasi experiment with factorial design. The research sample was 50 fourth grade students from 2 elementary schools. Participants were tested using a problem solving ability test with essay form (pretest and posttest) and student life skills data using observation sheets. Data were analyzed by one way manova test followed by BNT test. Results: The guided discovery learning method (M = 67.8; SD = 14.0) had significantly better problem solving ability than the conventional learning method (M = 57.8; SD = 13.6), [F (5; 44) = 10.53, p = 0.000, ηp2 = 0.55]. The guided discovery learning method (M = 74.9; SD = 10.9) had significantly better life skills than the conventional learning method (M = 65.3; SD = 9.2); [F (5; 44) = 40,49, p = 0.000, ηp2 = 0.821].

Effect of Guided Discovery Methods on Students' Motivation and Learning Outcomes

This research aimed to determine the effect of guided discovery methods on students' motivation and learning outcomes by compare the result on guided discovery method and conventional learning method at MAN 2 Model Makassar. The research method was true experiment with randomized posttest only control group design. The sample of the research were determined randomly by using group random sampling technique and obtained two classes. The first class was the experiment class which was taught by guided discovery method and the second class was control class which was taught by conventional method. Each class consisted of 42 students. The result obtaint that physics learning motivation and physics learning outcome of the students who were taught by guided discovery learning method is higher than conventional learning method.

Meningkatkan Kemampuan Representasi Semiotik Siswa Dengan Metode Guided Discovery Learning

This classroom action research aims to improve the ability of students' semiotic representations on material tangents to circles at SMP Muhammadiyah 3 Rambipuji. The preliminary study stated that 20% of class VIII students were able to represent their thinking results in the form of images and symbols. Ten grade VIII students became the research subjects. Data collection was carried out by field observations, student worksheets, and interviews. Data analysis with the stages of data reduction, data presentation, and drawing conclusions. Each cycle has 4 stages, namely, making plans, implementing action plans, making observations, and reflecting on research results. In this study, it was said to be successful if at least 85% of students obtained scores that exceeded the KKM limit. From the results of the implementation of cycle 1, 60% of students were able to represent the answers to the questions in the semiotic representation of the research subjects. Cycle 2 following the guided discovery learning method, indicates the development of semiotic representation abilities. Students find it easier to represent a problem in material tangent to a circle. So that the final value obtained has increased significantly is 90%.
 Keywords: Guided Discovery Learning, Semiotic Representation

Improving Students’ Critical Thinking through Guided Discovery Learning Method in Argumentative Texts Reading

To effectively satisfy the 21st century learning capabilities, students' critical thinking abilities must be improved, especially in higher education. When learning to read, this can be performed. In this instance, the students should employ their critical reading strategies. students can employ critical reading practices to develop their critical thinking abilities. In this study, an argumentative text was chosen since students in higher education should be able to write scientific papers like theses and journal articles. This study aims to apply the Guided Discovery Learning method in critical reading classes using argumentative texts. This research was conducted on third semester students of the English Education study program, Surabaya State University. Data collection was obtained through observation, tests, and questionnaires. The results of the study show that the reading of argumentation texts becomes more in-depth and critical after the Guided Discovery Learning method is applied. This increase is partly due to the existence of elements of experience and concrete situations that make it easier for students to understand problems and make decisions in a comprehensive manner.
 Keywords: Critical Thinking, Guided Discovery Learning, Argumentative text.

Peningkatan Kemampuan Berpikir Analitis Siswa Menggunakan Lembar Kerja Siswa (LKS) Metode Penemuan Terbimbing

Every day, the economic problems that exist in society are always changing. Meanwhile, solving it requires the ability to think analytically. Observations at school showed that the value of the analytical thinking ability of X IPS 5 students can be said to be low. One of the reasons is that students often only get questions up to the cognitive aspect, not the analytical aspect. So far, the average economic teachers at SMA Negeri 1 Lawang still teach by lecturing, whilst daily economic problems are only conveyed orally. As the result, many students still have difficulty understanding the contextual problems. Therefore, in this study, the Student Worksheet (LKS) was used as a medium to assist students in analyzing a concept with facts. This study used a guided discovery learning method as a learning method. This study used Classroom Action Research (CAR) which consists of two cycles with two meetings. The purpose of this study was to improve students' analytical thinking skills using Student Worksheets (LKS) with the guided discovery learning method. Data collection was carried out using an analytical thinking ability test. The results showed that the economic worksheets using the guided discovery learning model improved students' analytical thinking skills with an average score of 76.11 in the first cycle and an increase in the average score of 81.1 in the second cycle. Keywords: Analytical Thinking, Worksheet, Guided Discovery Learning

Connections between discovery learning through the Pósa Method and the secondary school leaving examination in three Hungarian mathematics classrooms

The Pósa Method is a guided discovery learning method that has been used in Hungarian education in the form of extracurricular activities for "gifted" mathematics students. A four-year experiment implemented the method in three more "average" classrooms. This article reports on the relationship between the Pósa Method and the standardized secondary school leaving mathematics exam (Matura Exam in short) in Hungary. Data consists of students' survey responses, teacher interviews, and exam results from the three Hungarian classrooms who took part in the four-year experiment. We identify aspects of the Pósa Method that can benefit and hinder exam performance. In addition, we find that learning through the Pósa Method for the four years of high school has adequately prepared students for the exam.
 Subject Classification: 97D44, 97D54, 97D64

UPAYA MENINGKATKAN PRESTASI BELAJAR IPA SISWA KELAS IV SDI NGALUPOLO ENDE DENGAN METODE PENEMUAN TERBIMBING

Every elementary school student has a high curiosity. Therefore, this curiosity must continue to be fostered in science learning. However, it was found that the fourth grade students of SDI Ngalupolo did not show good science learning outcomes. Students' curiosity needs to be used in learning by using the guided discovery method so that science learning achievement can be improved. The purpose of this study was to improve the science learning achievement of Class IV SDI Ngalupolo students using guided discovery learning through classroom action research (CAR). CAR is carried out in 3 cycles where each cycle consists of planning, implementation, evaluation and reflection. Data were collected using teacher observation sheets, student observation sheets and tests. The results showed that student achievement increased from cycle I to cycle III, namely, cycle I (63.75%), cycle II (70%), cycle III (80%). Thus the guided discovery learning method can improve the learning achievement of Class IV SDI Ngalupolo students.

IMPROVING UNDERSTANDING OF GENETIC SUBSTANCES THROUGH GUIDED DISCOVERY LEARNING METHODS

This study aims to improve student learning outcomes on genetic substances by applying the Guided Discovery Learning Method. The subjects of this study were students of class XII MIPA 1 who collected 40 students. This research is a Classroom Action Research (CAR) which consists of two cycles, and each process includes the planning, implementation, and reflection stages. The data collection techniques are test techniques, observations, and field notes. The data analysis technique used is reflective, meaning that it is always reflected in the learning process. The research result is that the Guided Discovery learning method can improve student learning outcomes in understanding genetic material.

Peningkatan Prestasi Belajar Matematika Siswa Kelas IV SD 4 Adiwarno Melalui Metode Guided Discovery Learning

<p><em>research was motivated by the problem of the low learning outcomes of fourth grade mathematics. This is because mathematics learning is still teacher centered or still dominated by teachers, teachers tend to still teach mathematics in an abstract/symbolic way where the learning method is contrary to the cognitive development of students. This study aims to determine whether there is an increase in mathematics learning outcomes using the Guided Discovery Learning method in fourth grade students of SD 4 Adiwarno. The research was conducted in March-April 2020 in the fourth grade of SD 4 Adiwarno, Mejobo District, Kudus Regency as the research subject. The results of the study showed that the results of learning mathematics in the initial conditions were only 33.33% of students who reached the KKM. There was an increase in the first cycle of learning outcomes to 50% of students and in the second cycle increased to 94.4% of students who reached the KKM. The author suggests elementary school teachers to apply the Guided Discovery Learning method in learning mathematics in order to improve student achievement.</em></p>

The use of guided discovery learning method to improve participation in answering reading comprehension questions

This research was done by using Classroom Action Research method to solve the problems faced by the students. This research was conducted to the eleventh Grade Students of SMA Boedi Oetomo Pontianak in academic year of 2017/2018. Here, the researcher used purposive sampling as the sampling technique by choosing eleventh grade which consisted of 26 students. Techniques of data collecting were observation technique and measurement. To analyze the data, the researcher used qualitative and quantitative analyses. In qualitative data analysis, the researcher analyzed the displayed data, and drawing conclusion. While in quantitative data analysis, the researcher analyzed the data from the test which calculated by percentage of the students’ participation during each cycle in three cycles. In the initial cycle, the students’ participation was 21.30%. Meanwhile in the second cycle, the participation of the students was 45.62%. In the last cycle, the students’ participation was 60.60%. The researcher concluded that Discovery learning method was effective in improving the students’ participation in responding to the teacher’s questions. Therefore,discovery learning method could help the teacher in teaching and learning process because this method encouraged students to learn actively.

Mathematical Problem Solving Ability: Comparison of Guided Discovery Learning Model and Problem Based Learning Model

The purpose of this study was to examine the achievement of mathematical problems solving ability between students who acquired learning with Problem Based Learning model with students who acquired learning with Guided Discovery Learning model. This research was a mixed method research with concurrent embedded method. This research consists of experimental group that obtained learning with Guided Discovery Learning method and Problem Based Learning method. The population of this research was a junior high school students in Tanah Datar regency, West Sumatera with sample of grade VIII. Data analysis was done quantitatively and qualitatively. Quantitative analysis was used to calculate the difference in the achievement of mathematical problem solving ability, while qualitative data analysis was used to strengthen the result of quantitative analysis. The results showed that the percentage of the achievement of mathematical problem solving ability of students who obtained learning with Guided Discovery Learning method and Problem Based Learning method is moderate, whereas there is no difference in the achievement of significant mathematical problem solving ability between the two experimental classes.

Active Learning with SPSS Assisted Guided Discovery Learning Method to Improve Student’s Statistical Learning Achievement

Guided discovery learning (GDL) is a learning method that uses a two-way system, namely the learning process involving students and lecturer who interact actively. The purpose of this study is to determine the effectiveness of learning statistics for students of Electrical Engineering at the Islamic University of Nahdlatul Ulama Jepara by using the SPPS-based GDL method. The sample consisted of 12 students taken from 87 students by means of random sampling. The type of research used is a mix method research, namely by comparing the means of the pre-test and post-test scores to determine the increase in student knowledge from a quantitative point of view then answer sheet analysis and interviews are conducted to determine effectiveness from a qualitative point of view. Qualitative data were taken from data from two subjects who were selected by means of purpose sampling. Quantitatively and qualitatively, the results of this study indicate that the GDL method is effective in improving student achievement in statistics courses.

The Validity and Practicality of Student Worksheet Based on Guided Discovery to Practice Integrated Science Process Skills in Class XII Enzyme Submaterials

Science process skills are overall scientific skills that can be used to find a concept or theory. One method to train the learning process of students is through the guided discovery learning method. Guided discovery-based learning can be applied using student worksheet which is oriented towards scientific discovery activities. This study was designed to produce valid and practical student worksheet based on guided discovery to train integrated science process skills in Enzyme Sub materials. The study was conducted in October 2019 to March 2020 in the Biology Department, Faculty of Mathematics and Natural Science, State University of Surabaya. The type of this research is development research using the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). At the time of analysis, it is done by analyzing the curriculum, students, concepts, and assignments. The design stage is completed with designing the student worksheet which is adapted to the syntax of the guided discovery. Further development (including) development, review, and revision, as well as validation of the student worksheet. Later the evaluation (Evaluation) of the validation results will be analyzed and evaluated. Validity is the feasibility of student worksheet which is determined by three validators given by lecturers of materials, education teachers, and high school biology teachers. The validity of the student worksheet was reviewed in terms of content validity, presentation, language, the suitability of the guided discovery method, and integrated science process skills. The method used in this study is the questionnaire method, validation method, and readability test. The instruments used were validation sheets and readability test sheets. Data analysis in the form of descriptive qualitative. The results showed that the guided discovery student worksheet was declared empirically feasible for use in XII high school students, and was declared valid with an average score of validation results of 3.81 with a very valid category and can be used in the learning process.
 Keywords: student worksheet validity, guided discovery, integrated science process skills, enzyme.

IMPROVING UNDERSTANDING AND LEARNING OUTCOMES OF STUDENTS GRADE X GB 3 SMK NEGERI 2 TASIKMALAYA ON COMPETENCE ATOMIC STRUCTURE THROUGH THE METHOD OF DISCOVERY GUIDED

The background of this research activity is the low interest of students to appreciate the learning of Chemistry subjects, the learning process seems boring, and the students' ability to analyze Chemistry subjects is still low. Research conducted using a qualitative approach, the data is based on obtained from the results of field notes, observations test so that it can be easily understood. To find out the level of understanding of students towards the material being studied, it is done by asking directly to all students whether they are very understanding of the lowest do not understand, students are asked to honestly answer them, and also the test results score data associated with completeness criteria minimal. As for the learning process, Grade X GB 3 students have been grouped and each group have the same task and there are different. In the first cycle, students learn their information through modules. Students actively with friends in their groups learn the material of the atomic structure, which is about determining the number of particles making up the atom, then one of the students in each group presents their findings, then an initial test is held. Because in the first cycle the results were not too satisfying, in the second cycle an additional action was taken in the learning activities, namely where the original method of discovery was only through book literacy, to ensure that the findings were added with digital literacy. In the first cycle the students' activities still showed doubts about their findings and obtained data that was very understanding and understood 13 people or 44.82%, and the remaining 16 people 55.17% lacked understanding and did not understand. while for the mastery of the material carried out through data tests the average is 66.34, and those who reach the minimum completeness criteria score are 13 people or 44.82%. Whereas in the second cycle after it was added with digital literacy to strengthen its findings obtained data that understood very well, and understood 25 people, or 86.20%, and the remaining 4 people or 13.79% said they did not understand and did not understand, while for mastery material that is done through data tests is an average of 80.31, and who have reached the value of completeness criteria there are at least 25 people or 86.20%. Based on the first cycle and second cycle, showed a significant improvement development, therefore the application of guided discovery learning models with the addition of digital media reference sources for chemistry subjects with atomic structure material has proven its success, henceforth the guided discovery learning method would be possibly used as an option to determine the method that will be used in the learning process of any subject.

Development of discovery guided learning module based on character education and competitive education

This research entitled the development of an Indonesian language module based on a guided discovery learning method with character education and competitiveness. Background of the research are teaching material and reference books have not been able to make students critical, and the students’ reading culture is very minimal. There are still student characters that have not been shown following existing norms. The study aimed was to produce a module based on the guided discovery learning method with character education and competitiveness in Indonesian language courses that were valid, practical, and effective. The research method used was the research and development method with a 4-D model, namely define, design, develop, and disseminate. The subjects of the research trial were students of the technical study program 2018/2019 UMRAH academic year. Based on the results of the validity test of 88.31%, the effectiveness test was 9 students with grade A in the value range of 3.51–4.00, practicality test by lecturers was 88.22% and module practicality test by students were 84.52%. Based on the results of data analysis, it showed that the module was valid, effective, and practical to be used by students in understanding lecturing material in university.

The Development of Worksheet Based on Guided Discovery Learning Method Helped by PhET Simulations Interactive Media in Newton's Laws of Motion to Improve Learning Outcomes and Interest of Vocational Education 10th Grade Students

This research was aimed to produce students worksheet (LKPD) based on PhET Interactive Simulations Software in cognitive through the application of physics-based guided discovery learning model that is devoted to the concept of Newton's Law of Motion. Guided Discovery-based approach is expected and is believed to develop students' skills in various aspects of one study that showed achievement levels mastery of physics students after participating in the learning process under the expected educational purposes. Researchers conducted a study on the process of learning physics for the discovery-oriented at vocational senior high school students in Newton's law of motion with R&D. Subjects were students of class X TKRO in the first semester of the academic year 2018-2019 in vocational high school in Ciamis, West Java Province as many as 35 students. Data collected through tests, observations and interviews.

EFEKTIVITAS MEDIA E-LEARNING DENGAN METODE GUIDED DISCOVERY DITINJAU DARI KEMANDIRIAN BELAJAR SISWA PADA PEMBELAJARAN MATEMATIKA

This study aims to discover the effect of e-learning media with guided discovery learning method of students’ self regulated learning in mathematics. The study employed quasi-experimental method using two classes which are experiment and control class. The subject of this study are 79 eight grade students. The instrument used is self regulated learning questionnaire. The learning process of the experiment class implement only e-learning media with guided discovery method while the control class implement only guided discovery method. The result shows that students’ self regulated learning in the experiment class higher than the control class. It can be concluded that e-learning media with guided discovery method is effective based on students’ self regulated learning in mathematics.

Improving the results of science learning through learning method discovery guided in students class iv sdn 29 koto panjang district ranah pesisir

This study aims to improve science learning outcomes of fourth grade students of SDN 29 Koto Panjang, Ranah Pesisir sub district using guided discovery learning method. This type of research is a classroom action research. The subjects of this study were students of grade IV-A SDN 29 Koto Panjang, Ranah Pesisir sub-district, which consisted of 28 students, consisting of 13 male students and 15 female students. Researchers used an action research model from Kemmis and Taggart.
 This study was conducted in two cycles of action. In the first cycle is done in one meeting while in the second cycle two meetings. At each cycle there are activities of planning, implementation, observation, and reflection. The instruments used are observation and test sheets. Prior to use in the study, tests were empirically validated and expert judgment. Test reliability is calculated using AlphaCronbach. The observational data were analyzed descriptively qualitatively while the test result was analyzed descriptively quantitative percentage.
 The results of the first cycle study showed that the percentage of students whose value above the new KKM reached 71.43%, so it still can not achieve the criteria of research success. In cycle II, the steps of applying discovery learning method to improve student's success are done by giving motivation, dividing the smaller group members and heterogeneous member, and giving the opportunity to do group presentation on the result of the practice in front of the class. The percentage of student scores above KKM in cycle II increased to 89.29%. Based on the results of the research, it can be seen that guided discovey method can improve science learning outcomes.

The implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course

This research is triggered by the learning process that is still yet to direct the active role of students learning. Based on the result of observation that the teacher is more dominant in the activity of learning than the students due to the students were lack of understanding towards the subject matter resulted in the lack of activeness of students in the classroom. Based on the background study, it is needed to apply a method of learning that is able to enhance students’ activity and improving the score. One of them by applied the guided discovery learning method. The goal of this research is to know the learning outcomes improvement of the students when using guided discovery learning method on operated Electromagnetic Control System and Operation course in SMK Muhammadiyah Padang. The type of this research is quasi-experimental with one group pre-test post-test design. The population of this research was second year student of group one that registered at 2015/2016 academic year which 26 person of students. The instruments of research was objective tests that has been conducted a test of the validity, reliability, the difficulty level and the different index level. The data were analyzed by using gain score test. Based on the result, the students who achieve value of minimum completeness criteria (MCC) before using the guided discovery learning method was 7,7%. While the students who achieve minimum completeness criteria after using guided discovery learning method was 87,46%. Based on gained score test, the score of the students were increase in Middle Category. So, the implementation of guided discovery learning method can improve student learning outcomes on Electromagnetic Control System and Operation courses.