To see the other types of publications on this topic, follow the link: Discovery Learning model.
Journal articles on the topic 'Discovery Learning model'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Discovery Learning model.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Putri, Ayu Setiyo, Bambang Riadi, and Iswanti Wahyuni. "PENGEMBANGAN MODUL PEMBELAJARAN TEKS PROSEDUR BERBASIS MODEL DISCOVERY LEARNING DI SMP KELAS VII." Jurnal Kata : Bahasa, Sastra, dan Pembelajarannya 10, no. 1 (2022): 21–32. http://dx.doi.org/10.23960/kata.v10.i1.202203.
Full textAbstract:
This research was This research aims to produce, develop, and describe the feasibility of teaching material product in the form of discovery learning-based procedure text learning module in SMP class VII. This research used the Research and Development (R&D) method by Borg and Gall. The product research results in the form of modules which consists of four modules containing learning materials, learning activities, practice questions, summaries, and formative tests. Each module has learning activities by implementing the steps in the discovery learning model, namely providing stimulation, identifying problems, collecting data, processing data, verifying data, and drawing conclusions. The module feasibility test was carried out by material expert and educator of Indonesian subject. The results of the validation test by material expert obtained an average percentage of 81.25% in very feasible category. The results of validation by Indonesian language educator obtained an average percentage of 82.5% in very feasible category.
2
Satiti, Abidah Dwi Rahmi. "Pengaruh Model Pembelajaran Discovery Learning terhadap Hasil Belajar Akuntansi." JPEK (Jurnal Pendidikan Ekonomi dan Kewirausahaan) 4, no. 1 (2020): 66–81. http://dx.doi.org/10.29408/jpek.v4i1.2195.
Full text
3
Erna, Mena Niman, Yansen Edison Arnoldus, and Momang Benedikta. "The Effectiveness of the Discovery Learning Model on Student Learning Outcomes." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 07 (2024): 3454–58. https://doi.org/10.5281/zenodo.12803761.
Full textAbstract:
Discovery learning directs students to discover something through their learning process. Learning becomes active when students use their thoughts and actions during the learning process. This study aims to determine the effect of discovery learning model on student learning outcomes. This type of research is an experimental study using posttest only control design. Data collection techniques in the form of tests using question instruments, then data analysis using prerequisite tests, namely homogeneity test, normality test and hypothesis testing. The results showed that learning by using discovery learning can significantly improve student learning outcomes and can significantly improve student activeness.
4
Sit, Masganti, Putri Lestari, and Yusnaili Budianti. "Improving The Understanding of Science Concept Through Guided Discovery Learning Model in Azzahra Preschool Kindergarten." Unnes Science Education Journal 9, no. 3 (2020): 128–36. http://dx.doi.org/10.15294/usej.v9i3.39590.
Full textAbstract:
Understanding simple concepts (scientific concepts) was one of important understanding in aspects of cognitive development for early childhood. Children were trained to think actively and critically in order to understand they activities, namely by applying a constructivist approach or guided discovey learning. However in Azzahra Preschool Kindergarten has not applied a guided discovey learning. It considered to be a factor in children’s low understanding of science concepts. Therefore, this research aimed to improve the children's understanding of science concepts by applying guided discovery learning. This research used a classroom action research with two cycles. Subject of this research is all of children group B in Azzahra Preschool Kindergarten. And the results show that the guided discovery learning can improved children’s understanding of science concept. This is based on percentage score of children’s understanding of science concept which is increasing in each cycle. Other findings of this research showed that children were eager to learn, curiosity was increasing, and active to conduct experiments to discover various simple concepts. So, this research was recommended that apply the guided discovery learning model to develop various aspects of the child.
5
Jovita Lantang Anetha, Gisela. "Development of a Discovery Learning Learning Model Combined with Literacy Activities and Educandy Games in Learning Mathematics." International Journal of Science and Research (IJSR) 12, no. 6 (2023): 1850–57. http://dx.doi.org/10.21275/sr23612160341.
Full text
6
Asyari, Dian Noer. "KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS." Edupedia 3, no. 2 (2019): 17–27. http://dx.doi.org/10.35316/edupedia.v3i2.257.
Full textAbstract:
Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.
7
Yuniawati, Tesa Lonika, and Friska Juliana Purba. "Discovery learning model to optimize students’ critical thinking skills on hydrocarbon material." Jurnal Pendidikan Kimia 13, no. 3 (2021): 269–77. http://dx.doi.org/10.24114/jpkim.v13i3.30208.
Full textAbstract:
Learning in 21st century requires an advance human mindset, especially critical thinking skills. Critical thinking skills improve the learning process to be more optimal in taking the core of the learning. However, data shows that the critical thinking skills of class XI IPA 2 students are still lacking because they have not been able to answer the analytical questions which is this is the important skills for the students. This paper aims to describe the use of discovery learning models to optimize students' critical thinking skills. The research method used is descriptive qualitative. The research subjects were 28 students of class XI IPA 2 in one of the senior high schools in Jakarta in the academic year 2021/2022 odd semester. Based on the study and data on each indicator, it was found that the use of discovery learning models was able to optimize students' critical thinking skills. Each step in the discovery learning model facilitates the achievement of indicators of critical thinking skills.
8
Udin, S. F., and Syamsia. "A Study of the Implementation of the Discovery Learning Model on the Speaking Skills of Class VIII Students at Madrasah Tsanawiyah Darul Ulum Sasa, Ternate City." Langua: Journal of Linguistics, Literature, and Language Education 5, no. 2 (2022): 93–105. https://doi.org/10.5281/zenodo.7145556.
Full textAbstract:
This research aims to find out the percentage of students’ speaking skills completed before and after using the discovery learning model at the students of Madrasah Tsanawiyah Darul Ulum Sasa and to find out whether the discovery learning model is effective in improving students' speaking skills. The method used in this research is an experimental method of Quasi-Experimental Research with a research design of One Groups Pretest-Posttest Design. The result of the percentage of students' mastery speaking skills value is very high after the application of the discovery learning model, 97,96% compared to the percentage of students speaking skills mastery scores before the implementation of the discovery learning model. The average value of the students' speaking skills after the application of the discovery learning model is 84,41 was higher than the average value of the students' speaking skills before the application of the learning model is 53,47. There is a relationship between the students' speaking skills scores before (pretest) and after (posttest) the application of the discovery learning model is 55.2%. The percentage of the effectiveness of the application of the discovery learning model in increasing the value of students' speaking skills is 66.95%.
9
Prihatin, Tri Aprini. "Differences in Learning Outcomes Using Discovery Learning and Problem-Based Learning Models on Indonesia's Strategic Position as The World's Maritime Axis." Jurnal Penelitian Pendidikan IPA 10, no. 5 (2024): 2721–26. http://dx.doi.org/10.29303/jppipa.v10i5.6866.
Full textAbstract:
Discovery Learning is a model that invites students to actively learn to discover their knowledge. Meanwhile, Problem-Based Learning is a learning model where students are required to be active in acquiring concepts by solving problems. This research aims to analyze geography learning outcomes using the discovery learning model; determine the results of learning geography using the problem-based learning model; determine differences in geography learning outcomes using discovery learning models and problem-based learning models. The research method used was a quasi-experiment with two classes, namely the experimental class and the control class. Based on the research results, the learning outcomes for class XI IPS 1 were obtained with an average score of 85.8, and the learning outcomes for class learning on geography learning outcomes in class.
10
Yuliati, Maridi, and Masykuri Mohammad. "The Influence of Biology Learning Using Concept Attainment Model on Student's Cognitive Learning Achievement." Journal of Education and Learning (EduLearn) 12, no. 4 (2018): 767–74. https://doi.org/10.11591/edulearn.v12i4.9296.
Full textAbstract:
This research aimed to find out the difference of cognitive learning achievement between students taught with Concept Attainment Model and those taught with Discovery Learning model. This study was a quasi experimental research. The population of research was the 12th Science graders of SMAN 1 Karas of Magetan Regency in school year of 2016/2017. The sample was taken using cluster random sampling technique, consisting of two grades: the 12 th Science 4 grade as the first experiment class using Concept Attainment Model and the 12 th Science 3 grade as the second experiment class using Discovery Learning model. Technique of collecting data used was t-test technique for data of students’ cognitive learning outcome. Data analysis was carried out using unpaired two-sample variance analysis. The result of research showed there was a difference of cognitive learning outcome between the students treated with learning using Concept Attainment Model and those treated with learning using Discovery Learning. The cognitive learning achievement of students taught with Concept Attainment Model was higher than that of those taught with Discovery Learning.
11
Ilmiati, Anna. "PENERAPAN MODEL DISCOVERY LEARNING TERHADAP LITERASI SAINS PADA PEMBELAJARAN FISIKA." Jurnal Citra Pendidikan 4, no. 2 (2024): 1768–76. http://dx.doi.org/10.38048/jcp.v4i2.2989.
Full textAbstract:
Discovery Learning is a learning model that directs students to discover scientific concepts through various information or data obtained by observation or experiment so that students can learn actively and discover their own knowledge. A learning model is a systematic procedure or pattern that can be used as a guide in achieving specific learning goals. includes strategies, techniques, methods, learning media and learning assessment tools. Scientific literacy is important for students so that they not only understand science as a concept but scientific literacy can also apply science in everyday life. Scientific literacy is one of the current educational issues Due to the low literacy skills of students in the learning process, teachers can apply the Discovery Learning learning model. By implementing this learning model teachers can guide students to be more active by looking for physics concepts in the learning material so that students can increase their understanding of scientific literacy. .And scientific literacy abilities in Indonesia can increase. The application of the Discovery Learning model is very suitable for dealing with educational issues, especially scientific literacy. Discovery Learning merupakan model pembelajaran yang mengarahkan siswa untuk menemukan konsep-konsep ilmiah melalui berbagai informasi atau data yang diperoleh melalui observasi atau eksperimen sehingga siswa dapat belajar secara aktif dan menemukan pengetahuannya sendiri. Model pembelajaran adalah suatu prosedur atau pola sistematis yang dapat dijadikan pedoman dalam mencapai tujuan pembelajaran tertentu. meliputi strategi, teknik, metode, media pembelajaran dan alat penilaian pembelajaran. Literasi sains penting dilakukan agar siswa tidak hanya memahami sains sebagai sebuah konsep saja, namun literasi sains juga dapat mengaplikasikan sains dalam kehidupan sehari-hari. Literasi sains menjadi salah satu permasalahan pendidikan saat ini. Karena rendahnya kemampuan literasi siswa dalam proses pembelajaran, maka guru dapat menerapkan model pembelajaran Discovery Learning. Dengan menerapkan model pembelajaran ini guru dapat membimbing siswa untuk lebih aktif dengan mencari konsep-konsep fisika pada materi pembelajaran sehingga siswa dapat meningkatkan pemahaman literasi sains. .Dan kemampuan literasi sains di Indonesia bisa meningkat. Penerapan model Discovery Learning sangat cocok untuk menangani permasalahan pendidikan khususnya literasi sains.
12
Musarrofah, Sitti, Abdul Rohman, and Godefridus Bali Geroda. "Using Discovery Learning Model to Improve Student’s Learning Outcomes in English Learning at SMP Syaichona Cholil Samarinda." Inquest Journal 1, no. 02 (2023): 210–28. https://doi.org/10.53622/ij.v1i02.174.
Full textAbstract:
Background: Most students were less active and motivated in participating in English learning. The researcher used this learning model because discovery learning is learning where students learn to discover and try to solve concepts independently Khabibah (2017:146-153)Methodology: The methode of the study was classroom action research (CAR). There were two cycles; each cycle consisted of four steps, they were planning, action, observation, and reflection.Findings: The subjects in this study 25 students. The result of the study shows that the using of discovery learning model to improve students’ learning outcomes in English learning at Syaichona Cholil Junior Hight School Samarinda in the academic year of 2022/2023 was successful. Conclusion: The result of this study, implementation of the discovery learning method in the cycle I was achieved by 91.6%. Then cycle II achieve 100%. The students' cognitive competencies in cycle I was 62.8. Then cycle II, the average student score was 80.4. The percentage of completion in cycle I reach 76%, while achieved 100%. Then the percentage of student activity in cycle I reaches 44%. Then cycle II, increased to 77.2%. Originality: In this study shows that the use of discovery learning model in english learning is successful.
13
Choirunnisa, Septa Ayu, Suad Suad, and Sumaji Sumaji. "The Difference and Effectiveness of the Discovery Learning and Direct Learning Model on the Science Learning Outcomes." ASEANA: Science and Education Journal, no. 4 (June 20, 2024): 16–20. https://doi.org/10.53797/aseana.v4i1.3.2024.
Full textAbstract:
This research addresses several challenges in elementary school education, including a predominant focus on achieving curriculum targets, an emphasis on memorizing concepts over understanding them, limited opportunities for students to independently discover knowledge, teacher-dominated instruction, and reliance on lecture methods without the use of teaching aids, resulting in passive learning environments. The study aims to analyze the effectiveness of the Discovery Learning model compared to the direct instruction model on the science learning outcomes of fifth-grade students. This quasi-experimental research employs a non-equivalent control group design. Data were collected through observations and tests, and analyzed using the independent sample t-test. The results indicate that the Discovery Learning model is significantly more effective, with a t-test result showing a t-value of 2.235, which exceeds the critical value of 1.98373. The study concludes that the Discovery Learning model is more effective for teaching the Food Digestion topic to fifth-grade students at SD Gugus Amarta, Kragan District, Rembang Regency, compared to conventional teaching methods.
14
RAMLI, HARTATI. "MODEL DISCOVERY LEARNING DALAM PEMBELAJARAN MATEMATIKA." PARADIGMA: Jurnal Ilmu Pendidikan dan Humaniora 6, no. 1 (2022): 12–24. http://dx.doi.org/10.62176/paradigma.v6i1.125.
Full textAbstract:
Pembelajaran hendaknya mengedepankan keaktifan siswa dalam memperoleh pengetahuan dengan berbagai cara sehingga pengetahuan yang diperoleh bermakna bagi dirinya. Pengetahuan yang diperoleh bersumber dari pengalaman yang ditemukannya sendiri dan menempatkan dirinya sebagai subjek belajar. Pembelajaran dengan konsep ini disebut dengan pembelajaran penemuan (Discovery Learning). Pembelajaran discovery learning menuntut adanya kemampuan siswa dalam menerapkan metode ilmiah dengan keaktifan tinggi dalam menemukan pengetahuan yang bermakna bagi dirinya. Model pembelajaran ini memfasilitasi siswa untuk berfikir kritis, bertindak kreatif, dan produktif, serta terampil dalam berkolaborasi. Implementasinya menuntut siswa untuk belajar menemukan, memecahkan masalah dan menarik kesimpulan sendiri. Langkah- langkah ilmiah ditempuh agar tidak terjadi kekeliruan dalam pengolahan informasi, sehingga pengetahuan baru yang diperoleh adalah pengetahuan yang benar, serta melatih siswa untuk terbiasa mengemukakan berbagai hal berdasarkan bukti-bukti yang akurat. Discovery learning menimbulkan keingintahuan dan motivasi siswa untuk terus melanjutkan tugas mereka hingga menemukan jawaban dari permasalahan. Selain itu, discovery learning juga membiasakan siswa untuk terampil dalam menyelesaikan masalah secara mandiri dan reflektif. Mandiri yang dimaksud adalah tidak bergantung pada apa yang disampaikan oleh guru, tetapi siswa dapat mengkonstruksi sendiri pengetahuannya melalui aktifitas penemuan dan diskusi. Dalam pembelajaran siswa aktif mencari tahu dan tidak lagi diberi tahu. Selain itu, discovery learning merupakan salah satu model pembelajaran yang direkomendasikan dalam kurikulum 2013.
15
Muhammad, Ilham, Rani Darmayanti, Viky Risnanda Arif, and Adebayo Ola Afolaranmi. "Discovery Learning Research in Mathematics Learning: A Bibliometric Review." Delta-Phi: Jurnal Pendidikan Matematika 1, no. 1 (2023): 26–33. http://dx.doi.org/10.61650/dpjpm.v1i1.77.
Full textAbstract:
Discovery Learning is a learning model that changes learning from teacher-centred learning to student-centred learning so that students learn actively by discovering themselves, investigating themselves and cultivating a scientific attitude. The purpose of this research is to discover the research focus related to Discovery Learning in learning mathematics and its novelty. The method used is bibliometric analysis. The data taken comes from the Scopus database. The study results show increased publications related to Discovery Learning in mathematics learning from 2017 to 2023. The highest citation trend occurred in the 2017 publication, which has been cited 41 times. The country that has had a major impact on Discovery Learning research in mathematics learning is Indonesia. The research focus is divided into three parts, namely, 1) Discovery Learning, Mathematics Learning and student; 2) problem-solving and Indonesia; 3) junior high school and Geometry. New themes in this field are e-learning, teaching and learning, mathematical software, pre-service teachers, and technology.
16
Baharuddin, Wiska. "PERBEDAAN HASIL BELAJAR PESERTA DIDIK MELALUI MODEL PEMBELAJARAN DISCOVERY LEARNING DENGAN MODEL PEMBELAJARAN INKUIRI TERBIMBING DI SMA NEGERI 1 PRAFI PAPUA BARAT." Jurnal Perspektif Pendidikan 16, no. 1 (2022): 61–68. http://dx.doi.org/10.31540/jpp.v16i1.1580.
Full textAbstract:
The research aims to discover,(1) the learning result of the students who were taught by using guided inquairy learning model at SMAN 1 Prafi Papua Barat, (2) the learning result of the students who were taught by using discovery learning model at SMAN 1 in Prafi Papua Barat, (3) the difference of learning result of the students who were taught by using guided inquairy learning model and discovery learning model at SMAN Prafi Papua Barat. The research is quasi experiment. The populations of the research were all of the students in class XI IPA of the second semester at SMAN 1 in Prafi Papua Barat of academic year 2018/2019. The samples were taken by using random sampling technique by choosing two classes from four class of class XI IPA. The two classes were class XI IPA-2 taught by using discovery learning model with 27 students and class XI IPA-3 taught by using guided inquairy learning model with 23 students. The results of the research reveal that (1) Biology learning result of the students who were taught by using discovery learning model at SMAN 1 in Prafi Papua Barat is in very good category, (2) Biology learning result of the students who were taught by using guided inquiry learning model at SMAN 1 in Prafi Papua Barat is in very good category, (3) there is no difference of learning result between the students who were taught by using discovery learning model and guided inquiry learning model at SMAN 1 in Prafi Papua Barat.
17
Fauziah, Arsyad Muhammad, and Helmi. "Influence of Discovery Learning Model and Learning Motivation on Physics Learning Outcomes in Students." International Journal of Social Science and Human Research 08, no. 01 (2025): 46–53. https://doi.org/10.5281/zenodo.14607588.
Full textAbstract:
The purpose of this study is to (1) analyze the differences in physics learning outcomes of students in class XI MIPA SMAN 1 Woha who are taught with discovery learning and guided inquiry, (2) analyze the differences in physics learning outcomes of students who are taught with discovery learning and guided inquiry was reviewed from high learning motivation and low learning motivation and (3) analyzed the interaction between discovery learning and learning motivation on students physics learning outcomes. The population consists of class XI MIPA SMAN 1 Woha. The number of samples used in classes XI MIPA 1 and XI MIPA 2 in the experimental and control classes was 66 student. The results of the study showed that (1) > ), meaning that there was a difference in physics learning outcomes between students who were taught with discovery learning and students who were taught with guided inquiry, (2) ( 4,959) > (4,149), meaning that judging from high learning motivation, there was a difference in physics learning outcomes between students who were taught with discovery learning and students taught with guided inquiry, (3) (4,701) > (4,149), meaning that from the perpective of low motivation, there was a difference in physics learning outcomes between students who were taught with discovery learning outcomes between students who were taugh with discovery learning and students who were taught with guided inquiry, (4) (2,692) < (4,149), meaning that there was on interaction between learning models and learning motivication on the physics learning outcomes of SMAN 1 Woha.
18
AnnisaEka, Handayani, Arafah Kaharuddin, and Khaeruddin. "Influence of Project Based Learning Models and Learning Interest on Critical Thinking Skill Students of Class X SMAN 4 Wajo." International Journal of Social Science and Human Research 07, no. 10 (2024): 7963–68. https://doi.org/10.5281/zenodo.14004691.
Full textAbstract:
This study is a true experiment which employs 2x2 factorial design. The purpose of this study is to analyze the difference in critical thinking skills of students who are taught using the Project Based Learning model and those taught with the Discovery Learning model are reviewed as a whole and reviewed from those who have high and low interest in learning. The sample in this study is 61 students from classes taught using Project Based Learning, and 61 students taught using Discovery Learning. The hypothesis test was carried out with a two-track anava, showing the average score of critical thinking skills of students who were taught using the Project Based Learning model of 21.64 and those who were taught using the Discovery Learning model of 19.13. The difference in the average score of critical thinking skills of students who were taught using the Project Based Learning model and the Discovery Learning model for students who had high interest in learning was 24.82 and 21.35. Meanwhile, the average scores of critical thinking skills of students who were taught using the Project Based Learning model and those taught using the Discovery Learning model for students who had low interest in learning physics were 19.12 and 17.35. Based on the description of the hypothesis test, it can be concluded that there is a difference between the Project Based Learning model and the Discovery Learning model on students' critical thinking skills, there is a difference between the Project Based Learning model and the Discovery Learning model on the critical thinking skills of students with high interest in learning, there was a difference between the Project Based Learning model and the Discovery Learning model on the critical thinking skills of students with low learning interest, and there was no interaction between the learning model and learning interest on the critical thinking skills of students.
19
Nasim, Md, Xinghang Zhang, Anter El-Azab, and Yexiang Xue. "End-to-End Phase Field Model Discovery Combining Experimentation, Crowdsourcing, Simulation and Learning." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 21 (2024): 23005–11. http://dx.doi.org/10.1609/aaai.v38i21.30342.
Full textAbstract:
The availability of tera-byte scale experiment data calls for AI driven approaches which automatically discover scientific models from data. Nonetheless, significant challenges present in AI-driven scientific discovery: (i) The annotation of large scale datasets requires fundamental re-thinking in developing scalable crowdsourcing tools. (ii) The learning of scientific models from data calls for innovations beyond black-box neural nets. (iii) Novel visualization & diagnosis tools are needed for the collaboration of experimental and theoretical physicists, and computer scientists. We present Phase-Field-Lab platform for end-to-end phase field model discovery, which automatically discovers phase field physics models from experiment data, integrating experimentation, crowdsourcing, simulation and learning. Phase-Field-Lab combines (i) a streamlined annotation tool which reduces the annotation time (by ~50-75%), while increasing annotation accuracy compared to baseline; (ii) an end-to-end neural model which automatically learns phase field models from data by embedding phase field simulation and existing domain knowledge into learning; and (iii) novel interfaces and visualizations to integrate our platform into the scientific discovery cycle of domain scientists. Our platform is deployed in the analysis of nano-structure evolution in materials under extreme conditions (high temperature and irradiation). Our approach reveals new properties of nano-void defects, which otherwise cannot be detected via manual analysis.
20
Okwina, David. "Discovery Learning Effect on Mathemathic Learning." Journal of Asian Multicultural Research for Educational Study 1, no. 1 (2020): 21–27. http://dx.doi.org/10.47616/jamres.v1i1.12.
Full textAbstract:
This study aimed to improve the mathematics learning through the application of the Discovery Learning model with a scientific approach. The application of the Discovery Learning learning model with an effective scientific approach can increase the frequency of activeness and activities in the teaching and learning process according to the observations of student attitudes during the implementation of classroom action research. It showed that Student learning outcomes that are not entirely satisfactory are also caused by several factors, namely individual student factors, student environment and school environment.
21
Xu, Min, Yuan Zhang, Mei Qi Fang, and Ning Li. "An Intelligent Personalized Learning Model Based on Community Discovery Method." Advanced Materials Research 159 (December 2010): 248–51. http://dx.doi.org/10.4028/www.scientific.net/amr.159.248.
Full textAbstract:
In this paper, we proposed a model of support personalized learning based on SGCL (Social Group Collaborative Learning System). In the model, we provide two algorithms to discover knowledge communities. Based on the community discovery result and system recommendation policy, we give our user the recommendation suggestions to help them to construct their personalized knowledge structure. The paper mainly introduce these algorithms, the AG algorithm based on aggregation and the KC algorithm based on K-Clique model, which are algorithms to discover knowledge communities in SGCL.
22
Subramaniam, Geetha, and Rasidah Sapri. "A Guided Discovery Learning Model to Improve Conceptual Understanding in Learning Physic." Jurnal Pendidikan Sains dan Matemaitk Malaysia 12, no. 2 (2022): 77–92. https://doi.org/10.37134/jpsmm.vol12.2.6.2022.
Full textAbstract:
Physics, a fundamental branch of science, significantly contributes to a wide range of inventions starting to revolutionize contemporary life and has helped to describe many daily events in detail. Physics is vital for understanding the complexity of current technology and is crucial for the technical advancement of a nation. However, despite its importance, physics is the least popular science subject among students. Students appear to view physics as conceptually tricky and abstract. Utilizing a learning model to improve physics students' conceptual comprehension is possible. The guided exploration approach is a tool for teaching concepts under the supervision of a teacher. This strategy encourages students to participate actively in the development of knowledge. Aim of the study is to explore usage of the guided discovery learning model to promote conceptual comprehension among engineering science students and determine the perceptions of engineering science students regarding guided discovery learning in physics. Purposive sampling was used to choose participants for a pre-and post-testing design involving a single group. Polytechnic Sultan Idris Shah chose fifty students in the first semester of engineering science. Questionnaire and 30 multiple choice questions used to collect data. Guided Discovery learning approach proven can foster an effective learning environment and enhance students' conceptual knowledge of physics. Furthermore, the findings discovered that students responded positively to applying the guided discovery learning paradigm in physics education. The outcomes of this study provide important information regarding using this model to enhance conceptual understanding among study and overcome obstacles in physics education.
23
Liu, Ran, and Kenneth R. Koedinger. "Closing the Loop: Automated Data-Driven Cognitive Model Discoveries Lead to Improved Instruction and Learning Gains." Journal of Educational Data Mining 9, no. 1 (2017): 25–41. https://doi.org/10.5281/zenodo.3554626.
Full textAbstract:
As the use of educational technology becomes more ubiquitous, an enormous amount of learning process data is being produced. Educational data mining seeks to analyze and model these data, with the ultimate goal of improving learning outcomes. The most firmly grounded and rigorous evaluation of an educational data mining discovery is whether it yields better student learning when applied. Such an evaluation has been referred to as "closing the loop", as it completes cycle of system design, deployment, data analysis, and discovery leading back to design. Here, we present an instance of "closing the loop" on an automated cognitive modeling improvement discovered by Learning Factors Analysis (Cen, Koedinger, and Junker, 2006). We discuss our findings from a process in which we interpret the automated improvements yielded by the best-fitting cognitive model, validate the interpretation on novel data, use it to make changes to classroom-deployed educational technology, and show that the changes lead to significant learning gains relative to a control condition.
24
Syaharuddin, Syaharuddin. "Increase Learning Motivation and English Speaking Skills through Cooperative Learning Management with Discovery Learning Model and Buzz-Tapps Technique." Wanastra : Jurnal Bahasa dan Sastra 16, no. 1 (2024): 09–16. http://dx.doi.org/10.31294/wanastra.v16i1.21845.
Full textAbstract:
Increasing learning motivation and English speaking skills is a major concern in today's learning context. This research explores innovative approaches in the management of cooperative learning by utilizing the Discovery Learning model and Buzz-Tapps technique. This research aims to improve students' learning motivation and English speaking skills. Another goal is to improve students' English speaking skills. Cooperative learning with the Discovery Learning model and Buzz-Tapps technique is designed to strengthen students' ability to communicate effectively in English. With a focus on interaction between students and the use of discovery methods, this learning model seeks to create an environment that arouses student interest and engagement in the learning process. Cooperative learning management, this approach incorporates the principles of cooperative learning management, where students work together in small groups to achieve shared learning goals. Collaboration between students encourages more active and student-oriented learning. The Buzz-Tapps technique, in addition, is designed to strengthen communication and speaking skills through structured and focused practice. Through the Discovery Learning model, students are given the opportunity to discover and understand English concepts independently through hands-on experience and exploration. This approach encourages problem-solving, experimentation, and reflection to deepen students' understanding. This study discusses the implementation and impact of this approach in increasing learning motivation and English speaking skills, and provides practical implications for education practitioners.
25
Ni, Wayan Sri Tresna Egawati. "PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING DENGAN ONLINE MENGGUNAKAN GOOGLE CLASSROOM PADA MATERI ADMINISTRASI PAJAK KELAS XI AKL 1 SMK NEGERI 1 NEGARA." Widyadari 23, no. 2 (2022): 282–94. https://doi.org/10.5281/zenodo.7189778.
Full textAbstract:
<em>Discovery learning learning model is a student activity to understand the intent, meaning, concept and connect something by stimulating their intuitive so that they can draw a conclusion. However, it is still difficult to apply during the pandemic by studying online. The purpose of this study was to determine the response and application of the Discovery Learning learning model online using google classroom to improve student learning outcomes. This type of research is classroom action research. The subjects in the research were students of class XI AKL 1 State Vocational High School 1 State for the 2019/2020 academic year, while the object of this research was a study of understanding the subject of Tax Administration and student responses to the Discovery learning model. This study used several cycles including (1) planning, (2) action, (3) observation, and (4) evaluation and reflection. Based on the results of the study, it can be concluded (1) The application of the Discovery Learning learning model online using google classroom can improve student learning outcomes. (2) There is a positive response from students to the application of the Discovery Learning learning model online using Google Classroom to improve Tax Administration learning outcomes in class XI AKL 1 SMK Negeri 1 Negara for the academic year 2019/2020. This can be seen from the average value of the comparison pre-cycle, cycle I, and cycle II there is an increase</em>
26
Levicha Salmon John, Vionita. "Development of Geometry Learning Devices According to Van Hiele Theory and Wingeom Assisted Guided - Discovery Learning Model." International Journal of Science and Research (IJSR) 12, no. 6 (2023): 2587–92. http://dx.doi.org/10.21275/sr23620194256.
Full text
27
Tanjung, Indayana Febriani, Anisya Agustina, Sarah Yulinda, Octavia Chotimah, and Hanifah Dinda Difanie. "Application of the Discovery Learning Model to Improve Student Learning." Edumaspul: Jurnal Pendidikan 6, no. 2 (2022): 1872–77. http://dx.doi.org/10.33487/edumaspul.v6i2.3541.
Full textAbstract:
An effort to improve the learning process through the application of the Discovery Learning method. The formulation of the problem in this study is whether the use of the Discovery Learning method can improve learning outcomes for Biology subjects for class X MAS Al Wasliyah students in the 2022/2023 academic year range? learning by using the Discovery Learning method. The purpose of this research is to improve the Biology learning process for the tenth grade students of Mas Alwasliyah Range in the 2022/2023 academic year. This research uses the CAR model with the application of the Discovery Learning method in improving the learning outcomes of Biology subjects for class X Mas Alwasliyah students in the 2022/2023 academic year range. The data was collected by observing student activities and worksheets to find out the improvement in student learning outcomes. From the results of the analysis that has been carried out, it is known that the Discovery Learning learning method can improve student learning outcomes for Biology subjects at MAS Al Wasliyah. 95%. So it can be concluded that using Discovery Learning can improve learning outcomes in the Biology learning process for class X MAS Alwasliyah students in the 2022/2023 academic year range.
28
Widolaksono, Dyaisa Algustavia Sekar, Lukman Harun, Lilik Ariyanto, and Agus Supriyanto. "Implementation of discovery learning model to improve student learning outcomes." Union: Jurnal Ilmiah Pendidikan Matematika 11, no. 2 (2023): 294–304. http://dx.doi.org/10.30738/union.v11i2.14864.
Full textAbstract:
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.
29
Anggraini, Putri, Fahmi Fahmi, and Yudha Irhasyuarna. "IMPROVING SCIENCE LEARNING OUTCOMES BY APPLYING THE GUIDED DISCOVERY LEARNING MODEL." Indonesian Journal of Science Education and Applied Science 4, no. 2 (2024): 55. https://doi.org/10.20527/i.v4i2.13414.
Full textAbstract:
The selection of the right model for learning will affect the learning outcomes of students' cognitive abilities. Therefore, a study was conducted that aims to improve students' learning outcomes using the guided discovery learning model. This classroom action research aims to describe science learning with the guided discovery learning model to improve learning outcomes. This study was conducted in three cycles. Each cycle consists of planning, implementation, observation, and reflection. Cognitive learning outcome data were obtained from essay tests. The results of the study showed an increase in the learning outcomes of class VII D students of SMPN 1 Rantau Badauh after the application of the guided discovery learning model on the topic of heat.Keywords: Learning outcomes, guided discovery learning model. Pemilihan model yang tepat untuk pembelajaran akan berpengaruh terhadap hasil belajar kemampuan kognitif peserta didik. Maka dari itu, dilakukan penelitian yang bertujuan untuk meningkatkan hasil belajar peserta didik dengan menggunakan model guided discovery learning. Penelitian tindakan kelas ini bertujuan untuk mendeskripsikan pembelajaran sains dengan model guided discovery learning untuk meningkatkan hasil belajar. Penelitian ini dilaksanakan dalam tiga siklus. Setiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Data hasil belajar kognitif diperoleh dari tes essay. Hasil penelitian menunjukkan ada peningkatan hasil belajar siswa kelas VII D SMPN 1 Rantau Badauh setelah penerapan model pembelajaran guided discovery learning pada pokok bahasan kalor.Kata kunci: Hasil belajar, model guided discovery learning
30
Zul Hanifah, Suwarno, Kristanti Febriana, and Soemantri Sandha. "Meta Analisis: Pengaruh Model Discovery Learning Terhadap Peningkatan Kemampuan Berpikir Kritis Matematika." Jurnal Derivat: Jurnal Matematika dan Pendidikan Matematika 9, no. 2 (2022): 153–64. http://dx.doi.org/10.31316/jderivat.v9i2.4240.
Full textAbstract:
The condition of Indonesian students' critical thinking skills is ranked 6th lowest with an average score of 379 on PISA 2018. The lack of students' critical thinking skills is found in learning that is still one-way using conventional models. This makes students less enthusiastic about listening and understanding the material presented. These conditions can be trained by applying exploratory learning so that students can find and understand, and solve problems. One learning model that can foster critical thinking skills in students is the discovery learning model which can support students to be maximally involved in identifying and organizing the way students learn to discover knowledge concepts. This study aimed to determine the effect of the discovery learning model on students' critical thinking skills using the Systematic Literature Review method according to the exclusion criteria and found 12 articles obtained through Google Scholar. The results of the meta-analysis show that the discovery learning model influences students' critical thinking skills at every level of education. The discovery learning model has the highest effect on elementary education level flat material with an effect size of 1.9. The junior high school level shows the highest effect size of 2.1 with social arithmetic material. The SMA/SMK level gives the highest effect of 1.18 in statistics. It can be concluded that the discovery learning model influences critical thinking skills in mathematics. Keywords: Critical Thinking, Discovery Learning, Mathematics
31
Labibah, Hanifah Roihana, and Mukhayyarotin Niswati Rodliyatul Jauhariyah. "Meta-Analysis of Discovery Learning Model in Physics Learning." Jurnal Ilmiah Pendidikan Fisika 5, no. 3 (2021): 317. http://dx.doi.org/10.20527/jipf.v5i3.4035.
Full textAbstract:
This study aims to analyze the effect of the Discovery Learning learning model on physics learning which is reviewed based on all verified articles, education level, research results or response variables, media used, and learning materials. The research method used is meta-analysis. The flow of the meta-analysis research is the first to determine the research topic, the second to determine the criteria for selecting the data, the third to search for the data, the fourth to classify the data information, and finally to analyze and conclude. The data collected is secondary data derived from previous research in the form of 22 scientific publication articles. The data analysis technique uses effect size values. The results of this meta-analysis obtained an average effect size value of 0.852. The application of Discovery Learning in learning physics has a big effect when applied at the high school level and can improve science process skills in students. Discovery Learning has a big influence on the kinetic theory of gases with rocky virtual lab learning media.
32
Alfiza, Siti, Hardiansyah, and Supardi Ritonga. "Strategi Discovery Learning Dalam Pembelajaran PAI." Kaisa: Jurnal Pendidikan dan Pembelajaran 3, no. 1 (2023): 42–53. http://dx.doi.org/10.56633/kaisa.v3i1.616.
Full textAbstract:
As time goes by, human thought also develops in the world of education, every time it always shows changes. These changes are based on the latest findings, one of which is the learning strategy of discovery learning. This research aims to describe discovery learning strategies in Islamic religious education learning. The method used in this research is library research, namely by collecting data as a research reference. The results of this research are that the discovery learning strategy is a learning model where students search for the material or concepts to be studied themselves and the teacher does not provide complete information to students regarding the concepts or material to be studied. If applied in Islamic religious education learning, to produce students who are dignified and have good morals, the use of the discovery learning model in PAI learning is highly desirable, because in this model students are required to be active, discover something new, and to be trained to be confident in expressing their discoveries. as material for them when they have graduated in facing existing problems. This helps students to build their own understanding. Seiring perkembangan zaman pemikiran manusia juga berkembang dalam dunia pendidikan, setiap saat selalu menunjukkan adanya perubahan, Perubahan itu didasarkan atas dasar temuan-temuan terbaru salah satunya adalah strategi pembelajaran discovery learning. Penelitian ini bertujuan untuk mendeskripsikan tentang strategi pembelajaran discovery learning dalam pembelajaran pendidikan agama Islam. Metode yang digunakan dalam penelitian ini adalah kajian pustaka (library research) yaitu dengan mengumpulkan data-data sebagai acuan penelitian. Hasil dari penelitian ini ialah strategi pembelajaran discovery learning merupakan model pembelajaran dimana siswa mencari sendiri materi atau konsep yang akan dipelajari dan guru tidak memberikan informasi secara utuh kepada siswa mengenai konsep atau materi yang akan dipelajari. Jika diterapkan dalam pembelajaran pendidikan agama Islam Untuk menghasilkan peserta didik yang bermartabat dan berakhlaqul karimah, penggunaan model discovery learning dalam pembelajaran PAI sangat diharapkan, karena dalam model tersebut siswa dituntut untuk aktif, menemukan sesuatu yang baru, dan untuk dilatih percaya diri dalam mengemukakan penemuannya, sebagai bahan mereka ketika sudah lulus dalam menghadapi permasalahan yang ada. Hal ini membantu peserta didik untuk membangun pemahamannya sendiri.
33
Hasanah, Nur. "Improving PPKN Learning Outcomes through Class IV Discovery Learning Learning Model SD Negeri 1 Adisana." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 3 (2020): 384. http://dx.doi.org/10.20961/shes.v3i3.45867.
Full textAbstract:
<p><em>Improving PPKn Learning Outcomes through Class IV Discovery Learning Model SD Negeri 1 Adisana is a research conducted to improve learning outcomes of PPKn Class IV SD Negeri 1 Adisana, material about environmental impacts that are not maintained, this is done because the learning outcomes of students' formative test scores are still low. The research was carried out by applying the discoveru learning model with the group discussion method in PPKn lessons. The study was conducted in 3 cycles, because researchers expect student learning outcomes to increase by up to 90 percent. The research was carried out with the help of colleagues as observers.</em><em> </em><em>Based on the results of reflection in cycle I student learning outcomes increased to 74.1 percent, where in the pre-cycle only 37 percent of students completed. Then in cycle 2 it increased to 96.3 percent then in cycle 3 it increased to 100 percent. Based on these results, the application of the discovery learning model improves the learning outcomes of fourth grade students in the PPKn subject matter that is not maintained environmental impact.</em></p>
34
Manalu, Monika Krisdianti, Eddy Pahar Harahap, and Arum Gati Ningsing. "Penerapan Discovery Learning pada Keterampilan Menulis Teks Prosedur di Kelas VII SMP Negeri 2 Kota Pematangsiantar Tahun Ajaran 2023/2024." Jurnal Ilmiah Dikdaya 14, no. 1 (2024): 282. http://dx.doi.org/10.33087/dikdaya.v14i1.633.
Full textAbstract:
Discovery learning is a learning activity that requires students to discover concepts through a series of data or information. In accordance with the 2013 curriculum, learning is no longer student-centered but is more interactive. One aspect of language is writing, where students are required to produce written work, including writing procedural texts. The discovery learning model will be applied by Indonesian language teachers with KD 3.5 procedural texts. This research uses a qualitative approach with a descriptive type. Qualitative research methods are often called naturalistic research methods because the research is carried out in natural conditions (natural settings). In other words, this research uses real evidence that can actually be found in the field. Judging from the learning process, student activities will take on a new color, not only that, the learning class that has been implemented by this teacher uses a learning model that is in accordance with the 2013 curriculum. This discovery learning model has been successfully implemented by teachers in class VII 11, this has been proven in class VII 11, that identifying procedural texts is in accordance with the discovery learning learning model. The planning aspect, has met scientific requirements, according to the teacher's RPP and the syntax of the implementation aspect, using the discovery learning model in procedure text material in class VII 11 of SMP Negeri 2 Pematangsiantar City, students are given the opportunity to think, discover, argue and collaborate with each other through learning activities guided by the teacher. The evaluation aspect uses two processes, namely observing student activity and assignments or practice
35
A. Syaifullah, A. Syaifullah, and Nazaratun Maulidiyah. "MODEL PEMBELAJARAN DISCOVERY LEARNING DAN INQUIRY LEARNING PADA PEMBELAJARAN PAI." Al-Manba Jurnal Ilmiah Keislaman dan Kemasyarakatan 9, no. 1 (2024): 57–65. http://dx.doi.org/10.69782/almanba.v9i1.33.
Full textAbstract:
This article aims to provide a narrative or narrate the learning model of Discovery Learning and Inquiry Learning in PAI learning, this is necessary because PAI learning should not only be carried out based on one-way lectures between educators and students, but students need to take more roles, p. This can be applied if PAI learning uses the Discovery Learning and Inquiry Learning learning models, because by using this model students will be able to find problems, identify them and provide a solution or answer at the final stage. Based on this, we need to know the concept and application of the Discovery Learning and Inquiry Learning models in PAI learning. This research was studied using qualitative research methods using content analysis, namely using books, journal articles and other reading materials relevant to the research. The results of the research are the application of Discovery Learning and Inquiry Learning in PAI learning so that you can dig deeper into the concepts in PAI learning. The conclusion of this research is that Discovery Learning and Inquiry Learning can be applied to learning to deepen concepts and make students more active.
36
Gani, Resyi A., Wawan Syahiril Anwar, and Syahrizal Aditiya. "PERBEDAAN HASIL BELAJAR MELALUI MODEL DISCOVERY LEARNING DAN PROBLEM BASED LEARNING." Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) 4, no. 1 (2021): 54–59. http://dx.doi.org/10.55215/jppguseda.v4i1.3192.
Full textAbstract:
DIFFERENCES OF LEARNING OUTCOMES THROUGH THE DISCOVERY LEARNING MODEL AND PROBLEM BASED LEARNINGThis study aims to determine the differences in learning outcomes in the sub-diversity of living things in my environment through discovery learning models and problem-based learning models class IV-A and IV-B in SD Negeri Bojongrangkas 01 school year 2019/2020. This type of research is a comparative experimental research. The study population was class IV-A students using discovery learning models and class IV-B using models based learning. The research instrument was in the form of question sheets. Question sheets are used to measure learning outcomes by using discovery learning models and problem based learning models. The results of the study of the error data normality test using discovery learning models are Lhitung 0.109 Ltable 0.138, while the problem-based learning model is Lhitung95 0.095 Ltable 0.138, meaning that samples are obtained from normal sources. Homogeneity variance test has the criteria in testing Ha is accepted if F2count ≤ F2table on the tarat significant α = 0.05. The results of the research from the variance homogeneity test are F2count 1.04 ≤ F2table 1.69 which states homogeneous. The N-Gain results on the learning discovery models 68, while the problem based learning models 55, there is value tcount 4.28406 ttable 1.99006. So the study concluded that there are differences in learning outcomes in the subtheme of the diversity of living things in my environment through the discovery learning model and problem based learning at SDN Bojongrangkas 01, the discovery learning models is more effective than the problem based learning models.
37
Nugroho, Anwari Adi, and Singgih Subiyantoro. "INTEGRASI PEMBELAJARAN GUIDED DISCOVERY DALAM MODUL SPERMATOPHYTA UNTUK MAHASISWA PENDIDIKAN BIOLOGI." Jurnal Pendidikan Matematika dan IPA 9, no. 1 (2018): 57. http://dx.doi.org/10.26418/jpmipa.v9i1.23698.
Full textAbstract:
Guided discovery learning is a learning that invites students to actively discover the concept / knowledge through a series of activities. Guided discovery learning can be integrated in teaching modules to make learning more effective and self-reliant. This study aimed to integrate guided discovery learning in spermatophyta module for biology education students. This research is an explorative research with stages include curriculum analysis, subject matter analysis, learning model analysis, and integration of learning model in the Module. Data source in the form of book document, expert opinion, and spermatophyta module. Data analysis used qualitative descriptive analysis. Based on the analysis result, it is found that guided discovery guided discovery integrated in module include stimulation, problem statement, data collection, verification, generalization . The guided discovery guided synthesis is integrated into 3 subspaces on spermatophyta material 1) classification, determination, and nomenclature of plants, 2) spermatophyta (seed plants); 3) high plant herbarium. Integration of guided discovery learning on unified modules integrated in the module component of learning activities.Keywords: Guided discovery, Spermatophyta Module
38
Desai, Saaketh, Sadhvikas Addamane, Jeffrey Y. Tsao, et al. "AutoSciLab: A Self-Driving Laboratory for Interpretable Scientific Discovery." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 1 (2025): 146–54. https://doi.org/10.1609/aaai.v39i1.31990.
Full textAbstract:
Advances in robotic control and sensing have propelled the rise of automated scientific laboratories capable of high-throughput experiments. However, automated scientific laboratories are currently limited by human intuition in their ability to efficiently design and interpret experiments in high-dimensional spaces, throttling scientific discovery. We present AutoSciLab, a machine learning framework for driving autonomous scientific experiments, forming a surrogate researcher purposed for scientific discovery in high-dimensional spaces. AutoSciLab autonomously follows the scientific method in four steps: (i) generating high-dimensional experiments (x) using a variational autoencoder (ii) selecting optimal experiments by forming hypotheses using active learning (iii) distilling the experimental results to discover relevant low-dimensional latent variables (z) with a ‘directional autoencoder’ and (iv) learning a human interpretable equation connecting the discovered latent variables with a quantity of interest (y = f (z)), using a neural network equation learner. We validate the generalizability of AutoSciLab by rediscovering a) the principles of projectile motion and b) the phase-transitions within the spin-states of the Ising model (NP-hard problem). Applying our framework to an open-ended nanophotonics problem, AutoSciLab discovers a new way to steer incoherent light emission beyond current state-of-the-art, defining a new structure(material)-property(light-emission) relationship governing the physical process using closed-loop noisy experimental feedback.
39
Mahyuddin Syaifulloh, Sifak Indana, and Rudiana Agustini. "Profile of the Implementation of Discovey Learning Model in Science Learning." IJORER : International Journal of Recent Educational Research 3, no. 1 (2022): 71–87. http://dx.doi.org/10.46245/ijorer.v3i1.187.
Full textAbstract:
Research was conducted to describe and analyze the implementation of discovery learning model of science learning in Indonesia. This research method uses qualitative methods with using secondary data. The sample in this research is 30 articles published in international and national journals. Based on the analysis of 30 articles on science learning using discovery learning model in Indonesia, it can be seen that the discovery learning model has a positive impact on student learning outcomes, it can improve students' critical thinking skills, students' science process skills, students' scientific literacy, aspects of problem solving skills, and also students' understanding of concepts. there are also several disadvantages of the discovery learning model, there are; it will be optimal if it combine with media or other methods, students will be confused if they do not get the instruction from the teacher, and it require a lot of preparation and learning duration. Based on the literature review of the implementation of the discovery learning model in 2012-2021 that has been carried out, it can be concluded that the discovery learning model has a positive impact on science learning.
40
Rahmadhani, Sary, Yunisrul Yunisrul, and Yullys Helsa. "DISCOVERY LEARNING MODEL IN INTEGRATED THEMATIC LEARNING FOR ELEMENTARY SCHOOL STUDENTS." Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan 3, no. 2 (2020): 202. http://dx.doi.org/10.31258/jta.v3i2.202-209.
Full textAbstract:
Discovery learning model is a learning model that develops the students’ activities in learning by discovering and investigating their own knowledge, so that it is consistent with student-centered integrated thematic learning. The purpose of this study is to describe the Discovery Learning model in integrated thematic learning for elementary school students. This research uses comparative research by comparing some CAR existing literature studies using successful and appropriate Discovery Learning model, so it can be used in elementary school. Based on the descripton and result of the studies, it can be seen that Discovery Learning model can affect integrated yhematic learning in elementary school.
41
Yayat Suharyat, Tomi Apra Santosa, Zulyusri Zulyusri, Suhaimi Suhaimi, and Sanju Aprilisia. "Systematics of Literature Reviews: Learning Model of Discovery Learning in Science Learning." LITERACY : International Scientific Journals of Social, Education, Humanities 1, no. 3 (2023): 181–92. http://dx.doi.org/10.56910/literacy.v1i3.401.
Full textAbstract:
The development of the 21st century has affected the world of education. Current education students must be led to learn more creatively and actively. This study aims Furthermore, a teacher is able to encourage learning motivation in learning science. Science learning is a compulsory subject in schools. In learning science, students must think more critically and scientifically. It aims to enable students to solve scientific problems. However, students are still less active in learning, student learning outcomes are low and student motivation in learning science is low. So, teachers are expected to be able to adopt a learning model that can make students more active and motivated in learning. The learning model of discovery learning is a learning model that supports the quality of student learning in science learning. This research is a type of systematic literature review research. The research data comes from analysis of national or international journals that have links with discovery learning models in science learning. Data collection was carried out by direct observation by observing related journals. Data search through the Google Scholar, ScienceDirect, Wiley, Eric and Springer databases. The keywords used in tracing data sources are discovery learning models, science learning and learning. The analysis technique is descriptive qualitative analysis with the PRISMA model. The results of the study concluded that the discovery learning learning model was able to improve learning outcomes and motivation in learning. Furthermore, the discovery learning learning model becomes a learning model that is able to support the quality of students in learning science. In addition, this learning model is able to make students more active in learning.
42
Sumartini, Ai Tin. "Implementation of discovery learning model Cooperative Learning-Based In Increasing Learning Participation." Journal Civics and Social Studies 6, no. 1 (2022): 1–8. http://dx.doi.org/10.31980/civicos.v6i1.1573.
Full textAbstract:
The current learning process needs to develop all the potential of learners both aspects of attitude, knowledge and skills, so that it is expected to be able to participate in facing various demands of the times in community life, nationhood, statehood. In fact, there are still many monotonous learning processes, lack of student learning participation that has implications for the low learning outcomes obtained. This research aims to find out the application of a cooperative-based Discovery Learning Model in increasing learners' learning participation. Discovery Learning is one of the models developed in 21st century learning. Because with a scientific approach learners are trained to observe various stimuli, identify problems, find their own information, process information, prove information through presentation and formulate generalizations or conclusions. This research method uses the Class Action Research method with the Lewin model implemented in two cycles, describing the process of implementing a cooperative discovery learning model in increasing learners' learning participation.The results showed that the cooperative-based Discovery Learning Model can increase learners' learning participation both individually and in groups from cycle I to cycle II. Likewise, the average postest increases from cycle I to cycle II. This has implications for improving learning outcomes.
43
Tamaela, Kevin, Rivaldo Paul Telussa, and Aldo Sopacua. "Pengaruh Model Discovery Learning Berbantuan Video Terhadap Kemampuan Berpikir Analitis Siswa SMA Negeri 29 Maluku Tengah." BIODIK 10, no. 1 (2024): 35–42. http://dx.doi.org/10.22437/biodik.v10i1.29565.
Full textAbstract:
This research aims to reveal the influence of the video-assisted discovery learning model on students' analytical thinking abilities on the topic of the body's defense system. This research was conducted on class XI students of SMA Negeri 29 Central Maluku, academic year 2022/2023, using pre-experimental research with a one-group pretest-posttest design. The research sample consisted of 23 students. Data analysis uses inferential statistics, namely through the Paired sample t-Test. The research results show that the p-value is 0.000 (p<0.05). It can be concluded that the video-assisted discovery learning model has an effect on students' analytical thinking abilities. The results of this research recommend that it be used by schools to evaluate learning and encourage students' analytical thinking. Key words: Discovelry Lelarning Modell, Videlo, Analytical Thinking Ability Penelitian ini bertujuan untuk mengungkapkan pengaruh model discovery learning berbantuan video terhadap kemampuan berpikir analitis siswa pada topik sistem pertahanan tubuh. Penelitian ini dilakukan pada siswa kellas XI SMA Negeri 29 Maluku Tengah, tahun ajaran 2022/2023, menggunakan penelitian prel-eksperimental dengan rancangan onel-group preltelst-posttelst design. Sampel pelnelitian berjumlah 23 orang siswa. Analisis data menggunakan statistik inferensial yaitu melalui uji Paireld samplel t-Telst. Hasil penelitian menunjukkan bahwa p-value 0,000 (p<0.05). Dapat disimpulkan bahwa model discovery learning berbantuan video berpengaruh terhadap kemampuan berpikir analitis siswa. Hasil penelitian ini merekomendasikan digunakan oleh sekolah untuk mengelvaluasi pembelajaran dan mendorong berpikir analitis siswa. Kata kunci: Modell Discovelry Lelarning, Videlo, Kelmampuan Belrpikir Analitis
44
Nuraini, Nuraini. "IMPROVING STUDENTS' LEARNING OUTCOMES IN ENGLISH THROUGH DISCOVERY LEARNING LEARNING MODEL." ITQAN : Jurnal Ilmu-Ilmu Kependidikan 10, no. 1 (2019): 129–45. http://dx.doi.org/10.47766/itqan.v10i1.412.
Full textAbstract:
Penelitian ini bertujuan untuk meningkatkan hasil belajar Bahasa Inggris siswa melalui penerapan model pembelajaran discovery learning kelas XII MIA SMA Negeri 1 Syamtalira Aron tahun pelajaran 2019/2020. Penelitian ini dilaksanakan pada semester I (ganjil). Waktu pelaksanaan penelitian ini adalah dimulai pada bulan Juli sampai dengan bulan September tahun 2019 mulai dari perencanaan, pelaksanaan penelitian dan pembuatan laporan. Subjek penelitian ini adalah siswa kelas XII MIA 4 SMA Negeri 1 Syamtalira Aron sebanyak 30 siswa tahun pelajaran 2019/2020. Prosedur penelitian ini menggunakan desain penelitian tindakan kelas yang dilakukan dalam dua siklus. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah melalui observasi aktivitas guru melaksanakan pembelajaran, observasi aktivitas siswa dalam pembelajaran dan tes hasil belajar siswa. Teknik analisi data yang digunakan adalah deskriptif kualitatif dengan perhitungan persentase. Hasil penelitian menunjukan pada siklus I persentase ketuntasan klasikal hasil belajar siswa sebesar 70% sedangkan pada siklus II sebesar 100%, mengalami peningkatan sebesar 30%. Aktivitas guru melaksanakan pembelajaran pada siklus I sebesar 66,7% sedangkan pada siklus II sebesar 91,7%, mengalami peningkatan sebesar 25%. Aktivitas siswa dalam pembelajaran pada siklus I sebesar 58,8% sedangkan pada siklus II sebesar 92,1%, mengalami peningkatan sebesar 33,3%. Sehingga dapat disimpulkan bahwa penerapan model pembelajaran discovery learning dapat meningkatkan hasil belajar bahasa inggris siswa kelas XII MIA SMA Negeri 1 Syamtalira Aron tahun pelajaran 2019/2020.
45
Megawati Telaumbanua. "PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK PADA MATERI SISTEM PERNAPASAN MANUSIA KELAS VIII SMP NEGERI 1 IDANOTAE T.P 2022 /2023." TUNAS : Jurnal Pendidikan Biologi 4, no. 1 (2023): 73–82. http://dx.doi.org/10.57094/tunas.v4i1.976.
Full textAbstract:
This study aims to determine the increase in student learning outcomes through the discovery learning model at SMP Negeri 1 Idanotae in the 2022/2023 Academic Year. This research is a class action research (CAR). The instruments used: (a) Student observation sheet, (b) Interview guide sheet, (c) Field notes, (d) Learning achievement test. The research subjects were 31 class VIII-A students of SMP Negeri 1 Idanotae. Based on the results of research that has been carried out by researchers regarding improving the quality and learning outcomes of students through the discovery learning model, it can be concluded that the learning outcomes of students have increased from cycle I where there were 71% of students who completed classically and in cycle II all students classical finish. This increase was obtained because the discovery learning model can be student-centered, where students actively discover concepts on the human respiratory system for themselves. Based on the results of this study, researchers suggest that the discovery learning model can be used to improve student learning outcomes.
46
Ade, Rezki Ramadayani Hasbi, Arafah Kaharuddin, and Khaeruddin. "The Effect of Problem Based Learning Models and Interest to Learn Physics on Students Critical Thinking Skills of Class XI Students at SMA Negeri 1 Selayar." International Journal of Social Science and Human Research 07, no. 02 (2024): 1451–58. https://doi.org/10.5281/zenodo.10723980.
Full textAbstract:
This research is a true-experiment research using a 2x2 factorial design which aims to find the influence of the problem-based learning model and interest in learning physics on students' critical thinking skills. Sampling in this study used a simple random sampling technique to obtain a sample of 60 students in the experimental class and 60 students in the control class. This research was carried out by providing treatment in the form of a problem-based learning model on static fluid and dynamic fluid material. Data on interest in learning physics was collected using a questionnaire, while data on critical thinking skills used tests. Research data was analyzed using the Two Way Anova statistical test. The results of the first study showed that There are differences in critical thinking skills between students who are taught using the problem-based learning model and students who are taught using the discovery learning model. Second, it states that there is no interaction between the learning model and interest in learning physics on critical thinking skills. Third, stating that for high interest in learning, there are differences in critical thinking skills between students who are taught using the problem-based learning model and students who are taught using the discovery learning model. Then the results of the fourth research show that for low interest in learning, there are differences in critical thinking skills between students who are taught using the problem-based learning model and students who are taught using the discovery learning model.
47
Astari, Fajar Ayu, Suroso Suroso, and Yustinus Yustinus. "EFEKTIFITAS PENGGUNAAN MODEL DISCOVERY LEARNING DAN MODEL PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR IPA SISWA KELAS 3 SD." Jurnal Basicedu 2, no. 1 (2018): 1–10. http://dx.doi.org/10.31004/basicedu.v2i1.20.
Full textAbstract:
Tujuan penelitian ini untuk mengetahui perbedaan efektifitas penggunaan model discovey learning dan model problem based learning terhadap hasil belajar IPA kelas 3 SD Gugus Mawar Suruh Kabupaten Semarang. Jenis penelitian yang digunakan adalah penelitian eksperimen semu. Persyaratan untuk melakukan Uji T telah dilakukan. Hasil yang diperoleh menunjukkan bahwa data berdistribusi normal dan homogen. Hasil penelitian Uji T diperoleh t hitung 2,067 > t tabel 2,011, dengan signifikansi sebesar 0,044 < 0,05 maka Hₐ diterima. Artinya terdapat perbedaan efektifitas penggunaan model discovery learning dan model problem based learning terhadap hasil belajar IPA. Sebelum dilakukan perlakuan, tidak terdapat perbedaan efektifitas hasil belajar IPA. Tetapi setelah dilakukan pelakuan, terdapat perbedaan efektifitas hasil belajar IPA siswa kelas 3 SD Gugus Mawar Suruh
48
Arifianto, Andrian, and Henny Dewi Koeswanti. "The Difference between Problem Based Learning Model and Discovery Learning Model on Students' Critical Thinking Ability." Journal for Lesson and Learning Studies 5, no. 2 (2022): 164–71. http://dx.doi.org/10.23887/jlls.v5i2.49744.
Full textAbstract:
The success of teachers in carrying out the learning process is influenced by several factors, one of which is the accuracy in the selection of learning models. This study aims to analyze the differences between the PBL model and the discovery learning model in improving students' critical thinking skills. The sample of this research is 27 students. This research is an experimental study using a non-equivalent control group design. The instrument used to measure critical thinking skills is a questionnaire. Prerequisite test using normality test and homogeneity test. Data analysis used t-test (t-test for independent samples). The results showed that there were significant differences in students' critical thinking skills using the PBL model and the discovery learning model in fourth grade students. The difference in the average score of critical thinking skills in the PBL model gets an average score of 68.44, and the discovery learning model gets an average score of 57.09. Therefore, the PBL model can be interpreted as superior to the discovery learning model in terms of critical thinking skills. This is supported by the results of the t-test which has a sig (two-sided) value of 0.000 < 0.05, Ho is rejected and Ha is accepted. This means that the critical thinking ability of the PBL model is significantly more effective than the discovery learning model.
49
Putu, Dessy Fridayanthi. "PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING DALAM MENINGKATKAN HASIL BELAJAR KEPEWARAAN MAHASISWA PENDIDIKAN BAHASA INDONESIA DENGAN PEMBELAJARAN DARING." Widyadari 22, no. 2 (2021): 449–58. https://doi.org/10.5281/zenodo.5550359.
Full textAbstract:
<em>Online learning is learning that is done online using learning applications and social networks. Kepewaraan or emcee is a person in charge of leading and managing the course of an event. The purpose of this study was to determine the learning outcomes and student responses to the application of the discovery learning model in the civil service subject with online learning. This type of research is classroom action research which is implemented in an online form. The research subjects were students of the sixth semester of Indonesian and regional education at the University of PGRI Mahadewa Indonesia for the academic year 2020/2021. The object of research is the learning outcomes of the Civics subject with the application of discovery learning learning models with online learning. This study used two cycles, and each cycle went through four stages of the activity process (1) planning, (2) action, (3) observation, and (4) evaluation and reflection. The data collection technique in this research is using the test and observation method. The results of the research show (1) The application of discovery learning learning models can improve the learning outcomes of civility subjects with online learning. (2) There is a positive response of students with online learning to the application of the discovery learning model.</em>
50
Koroh, Mirella, Sri Siswanto Purwaningsih, and Allen Ch Manongko. "PERBANDINGAN MODEL PEMBELAJARAN DISCOVERY DAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING TERHADAP HASIL BELAJAR SISWA KELAS X SMA NEGERI 3 TONDANO." Literacy: Jurnal Pendidikan Ekonomi 5, no. 2 (2024): 256–64. https://doi.org/10.53682/jpeunima.v5i2.10359.
Full textAbstract:
Abstrak Tujuan penelitian ini adalah Untuk mengetahui Perbandingan Model Pembelajaran Discovery Dan Model Pembelajaran Problem Based Learning Terhadap Hasil Belajar Siswa Kelas X SMA Negeri 3 Tondano. Jenis penelitian ini adalah quasi experiment dengan posttest-only control design yang terdiri dari dua variable bebas dan satu variable terikat. Variable bebas adalah model pembelajaran discovery dan model pembelajaran Problem Based Learning sedangkan variabel terikat adalah hasil belajar. Hasil penelitian menunjukan nilai rata-rata post-test kelas eksperimen discovery sebesar 83,5 dan kelas kontrol Problem Based Learning sebesar 78,83. Selisih nilai rata-rata post-test antara kedua kelas tesebut adalah 4,67. Selain itu uji hipotesis dengan ANOVA hasil yang diperoleh signifikansi sebesar 0,003 < 0,05 yang berarti ditolak karena sig. < 0,05. Berdasarkan hasil penelitian dapat disimpulkan bahwa ada perbedaan hasil belajar yang signifikan yang pembelajarannya menggunakan model discovery dan Problem Based Learning dan pembelajaran yang menggunakan model pembelajaran discovery lebih efektif dibandingkan dengan menggunakan model pembelajaran problem based learning. Kata kunci: Pembelajaran discovery, Pembelajaran Problem Based Learning, Hasil Belajar Abstract The purpose of this study was to determine the Comparison of Discovery Learning Models and Problem Based Learning Models on the Learning Outcomes of Class X Students of SMA Negeri 3 Tondano. This type of research is a quasi experiment with a posttest-only control design consisting of two independent variables and one dependent variable. The independent variables are the discovery learning model and the Problem Based Learning learning model while the dependent variable is learning outcomes. The results of the study showed that the average post-test value of the experimental class discovery was 83.5 and the control class Problem Based Learning was 78.83. The difference in the average post-test value between the two classes was 4.67. In addition, the hypothesis test with ANOVA obtained a significance of 0.003 <0.05 which means it is rejected because sig. <0.05. Based on the results of the study, it can be concluded that there is a significant difference in learning outcomes whose learning uses the discovery and Problem Based Learning models and learning using the discovery learning model is more effective than using the problem based learning model. Keywords: Discovery learning, Problem Based Learning, Learning Outcomes