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Wu, Zhaohui. "A Study of the Application of Guided Discovery Method in English Grammar Teaching in Junior High School." Studies in English Language Teaching 11, no. 4 (2023): p25. http://dx.doi.org/10.22158/selt.v11n4p25.
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Grammar is an important part of language. However, in actual grammar teaching, teachers directly impart grammar rules and students passively accept them. This has led to students’ disinterest in English grammar lessons and unsatisfactory grammar learning results. In order to promote students’ grammar learning, in recent years, some experts and scholars have begun to explore the application of guided discovery method in grammar classrooms. Guided discovery method is a teaching method that emphasizes guidance and focuses on discovery. Through setting up a situation, the teacher guides students to engage in the discovery activity of grammar rules by communicating with each other.This thesis uses questionnaire survey and interviews to analyze the application of guided discovery method in junior high school English grammar classrooms, as well as to analyze the positive effects of junior high school English teachers’ use of the guided discovery method on students’ grammar learning. Based on Bruner’s Discovery Learning Theory and Piaget’s Constructivism Learning Theory, this thesis takes Nanning High-tech Industrial Development Zone Minda Middle School as an example. It was found that under the guidance of guided discovery method, students’ interest and motivation in learning grammar have improved. Also, students’ autonomous learning abilities have been enhanced. Finally, students’ grammar learning strategies were cultivated through guided discovery method. Students can summarize grammar knowledge and solve grammar problems by reasoning and inducting. However, there are a small number of students who still do not have that strong learning ability cannot understand the tasks assigned by the teacher in class, so they do not learn grammar efficiently.
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Batubara, Ismail Hanif. "PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA MELALUI METODE PENEMUAN TERBIMBING BERBANTUAN SOFTWARE GEOGEBRA PADA MATA KULIAH KALKULUS PEUBAH BANYAK DI FKIP UMSU." MES: Journal of Mathematics Education and Science 4, no. 2 (2019): 152–59. http://dx.doi.org/10.30743/mes.v4i2.1291.
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Abstract. The purpose of this study was to find out: (1) Is the increase in mathematical critical thinking abilities of students given the guided discovery method assisted by Geogebra software higher than students who were given guided discovery method learning without Geogebra software, (2) Are their interactions between learning with students 'initial mathematical abilities towards improving students' critical thinking skills. This research is a quasi-experimental study. The population of this study is that all classes in the fourth-semester mathematics education study program are approximately 120 people. Randomly, two classes were chosen from four classes. The experimental class was treated with Geogebra assisted guided discovery methods and the control class was treated with a guided discovery method without the help of Geogebra. Data analysis was performed by analysis of two-way variance (ANAVA). The results showed (1) Improvement of mathematical critical thinking skills of groups of students who obtained guided discovery method learning using GeoGebra software was higher than the group of students who received learning through guided discovery methods without GeoGebra software. (2) There is no interaction between the learning model and the initial ability of students in improving students' critical thinking skills in mathematics.Keywords: Critical Thinking Ability, Guided Discovery Method, Geogebra
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Batubara, Ismail Hanif. "PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MELALUI METODE PENEMUAN TERBIMBING BERBANTUAN SOFTWARE AUTOGRAPH PADA MATA KULIAH KALKULUS PEUBAH BANYAK DI FKIP UMSU." MES: Journal of Mathematics Education and Science 4, no. 1 (2018): 51–58. http://dx.doi.org/10.30743/mes.v4i1.869.
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Abstract. The purpose of this study was to find out: (1) Is the improvement in students' understanding of mathematical concepts given guided discovery method assisted by software Autograph higher than students who were given guided discovery method learning without Autograph software, (2) Is there an interaction between learning with students' initial mathematical ability to increase the ability to understand student mathematical concepts. This research is a quasi-experimental study. The population of this study is that all classes in the fourth semester mathematics education study program are approximately 184 people. Randomly, two classes were selected from six classes. The experimental class was treated with a guided discovery method assisted by autograph and control class given a guided discovery method without the help of autograph. The instrument used is a description test. Data analysis was performed by analysis of two-way variance (ANAVA). The results showed (1) Increased ability to understand mathematical concepts of groups of students who obtained guided discovery method learning using Autograph software higher than the group of students who received learning through guided discovery methods without software autograph. (2) There is no interaction between the learning model and the initial ability of students to increase the ability to understand students' mathematical concepts.Keywords: ability of concept understanding, Guided Discovery Method, Autograph Software.
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Kadir, Fitriani, Imam Permana, I. Gede Purwana Edi Saputra, and Azmar. "Effect of Guided Discovery Methods on Students' Motivation and Learning Outcomes." Jurnal Penelitian Pendidikan IPA 9, no. 11 (2023): 9893–98. http://dx.doi.org/10.29303/jppipa.v9i11.4326.
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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.
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Sari, Sri Riska Ade Permana, Nurhastuti Nurhastuti, and Fitriani Fitriani. "Meningkatkan kemampuan mengenal pecahan pada anak tunagrahita melalui metode Guided Discovery." LITERAL: Disability Studies Journal 2, no. 01 (2024): 8–14. http://dx.doi.org/10.62385/literal.v2i01.101.
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This research is motivated by the issues in SLB N 1 Padang concerning students in class VIII C who have low learning outcomes in understanding fractions. The assessment results found that students have difficulty understanding fractions, thus requiring a method to teach fractions, namely the Guided Learning method. This research aims to improve the process and learning outcomes of understanding fractions through the Guided Learning Method. The research method used is Classroom Action Research with qualitative data analysis. This research was conducted at SLBN 1 Padang with subjects being intellectually disabled children totaling 4 students in class VIII C. Based on the research results, the Guided Learning Method can improve the ability to understand fractions. This is evident from the increased learning outcomes of students in each cycle. This guided learning method could increase participation in learning and help students understand the material well because the teacher guides them at each stage of learning.
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IDOLLO, Ejiro, and Emperor KPANGBAN. "Effects of Guided Discovery Teaching Method on Basic Science Students' Achievement in Secondary Schools in Delta North Senatorial District." FUO-Journal of Educational Research 4, no. 1 (2025): 201–9. https://doi.org/10.5281/zenodo.14873360.
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<strong>Abstract</strong> This study examined the effects of guided discovery teaching method on Basic Science students’ achievement in secondary schools in Delta North Senatorial District. The study employed a Pre-test, Post-test, Non-Equivalent control group, Quasi-experimental design. <strong> </strong>The total population of the study was six thousand, eight hundred and two (6,802) which consist of all junior secondary school Basic science students in Delta North Senatorial District. The sample of the study is made up of 228 (107 for experimental group and 121 for control group) Basic science students sampled from four (4) local government areas using four (4) schools in the senatorial district, using random sampling technique. Basic Science Achievement Test (BSAT) was used for data collection. BSAT has a reliability coefficient value of 0.77 obtained using Kuder Richardson formula (21). The data obtained was analyzed using mean, standard deviation, t-test and analysis of covariance (ANCOVA). The result of the study showed that: students taught Basic Science using guided discovery performed significantly better than their counterparts taught with lecture method. Additionally, the study concludes that there was no statistically significant interaction effect between instructional method and sex of students taught using guided discovery and the lecture method. The study recommends amongst others that educational authorities and school administrators should integrate the guided discovery teaching method into the Basic Science curriculum, ensuring that teachers are trained to effectively utilize this approach to enhance students learning outcome.
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Dvořáková, I., and V. Koudelková. "Guided Discovery Teacher Training Online." Journal of Physics: Conference Series 2750, no. 1 (2024): 012029. http://dx.doi.org/10.1088/1742-6596/2750/1/012029.
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Abstract This paper presents our experience with online teacher workshops led by the guided discovery method. It gives concrete examples of the different activities we have tried in 2020-2021. The article also specifies the minimum necessary technical equipment of the workplace for online learning and the necessary organizational support. We did not conduct any statistical research on the effectiveness of our work during the online learning process, so here are quotes from teachers from the feedback we collected from each workshop.
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Nasution, Melda, Dodik Mulyono, and Lucy Asri Purwasi. "Penerapan Metode Penemuan Terbimbing pada Pembelajaran Matematika." Journal of Education and Instruction (JOEAI) 1, no. 2 (2018): 66–73. http://dx.doi.org/10.31539/joeai.v1i2.394.
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The purpose of the study was to apply the guided discovery method to the learning of Mathematics of Class VIII Students of Muhammadiyah Middle School 2 Tugumulyo. The research method used was a quasi-experimental method (Quasi experiment) which was carried out in an experimental class without a comparison group (control group). The population was the eighth grade students of junior high school with the total number 127 students. The sample was the students of VIII.b class which was taken randomly by means of gambling. Data analysis used in this research was t test, obtained thit = 2.92> ttab = 1.69, so that students' mathematical learning outcomes after the implimentation of guided discovery methods had been completed. The score of the average learning value of students using guided discovery method was 80.80. In conclusion, the implementation of guided learning methods was very appropriate in mathematics learning.
 Keywords: Discovery Learning Methods, Learning Outcomes, Mathematics.
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Ishartono, Naufal, Dwi Juniati, and Agung Lukito. "Developing Mathematics Teaching Devices in the Topic of Trigonometry Based on Guided Discovery Teaching Method." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 1, no. 2 (2016): 154–71. http://dx.doi.org/10.23917/jramathedu.v1i2.4827.
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This research is categorized as Research and Development (R & D). As developed in this research is learning device that consists of lesson plan, student worksheet, and test. This research adopts ADDIE as a R & D model that stands for Analysis, Design, Development, Implementation, and Evaluation. The aim of this study are to describe the development process and to produce trigonometry learning device based on guided discovery method for students of grade XI Natural Science, as well as determine the effectiveness of trigonometry learning process using Guided Discovery method. To produce the trigonometry learning device based on guided discovery method for students of grade XI Natural Science, so it requires a validation from the experts and a trial to determine its practicability and effectiveness. According to the result of data analysis, it can be concluded: (1) trigonometry learning device based on guided discovery method for students of grade XI Natural Science fulfills criterion of valid, effective and practically, and (2) trigonometry learning process based on guided discovery method is effective.
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J. N., Jacob,. "Effect of Guided Discovery Instructional Approach on Junior Secondary School Two Students' Interest in Social Studies in Umuahia Education Zone, Abia State." British Journal of Education, Learning and Development Psychology 7, no. 3 (2024): 66–75. http://dx.doi.org/10.52589/bjeldp-5t02ozmw.
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Introduction: Education is critical for both individual and national development, representing the most vital investment for sustainable progress. In Nigeria, social studies at the basic education level aims to foster national consciousness, instill essential values and develop skills for societal contribution. Despite these well-defined objectives, the National Teachers’ Institute has noted that the implementation of social studies has not fully achieved its goals. Therefore, the Guided Discovery Method, one of the powerful instructional approaches designed to achieve these objectives, guides and motivates learners to explore information, build new ideas, and create new models of thinking and behaviour. Aim: The study investigated the effect of Guided Discovery Instructional Approach on the Interest level of Junior Secondary School Students in Social Studies in Umuahia Education Zone of Abia State. Materials and Methods: The design adopted for the study was quasi-experimental design. Three research questions and three hypotheses were formulated respectively. The population of the study was 6,160 and 308 junior secondary students was sampled from the population respectively. The instrument for data collection was Social Studies Interest Scale (SOSIS). The research questions were answered using descriptive statistics of mean and standard deviation. The null hypotheses formulated were tested at 0.05 level of significance using Analysis of Co-variance (ANCOVA). Results: Students taught using the Guided Discovery Instructional Approach (Experimental Group) have higher post-test mean interest scores and greater mean gain in interest compared to those taught using the Expository Method (Control Group). This indicates that the guided discovery instructional approach is more effective in increasing students' interest in social studies. Female students have a higher post-test mean interest score and a greater mean gain in interest compared to male students. This indicates that the guided discovery instructional approach has a more significant impact on the interest levels of female students in social studies. Finally, the result on interaction effects of method of instruction and gender on students’ interest indicated that the guided discovery instructional approach appears to be more effective in increasing interest in social studies for both male and female students, with a particularly strong effect on female students. Conclusion: The study concluded that the guided discovery instructional approach showed to be a better teaching method for increasing students’ interest in social studies, especially among female students, thus sustaining its adoption and implementation in educational settings to achieve the desired educational results.
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Azizah, Azizah, and Puji Winarti. "PENGARUH METODE GUIDED DISCOVERY TERHADAP HASIL BELAJAR IPA SISWA KELAS IV SDN GEDANGANAK 01 KECAMATAN UNGARAN TIMUR KABUPATEN SEMARANG." Profesi Pendidikan Dasar 3, no. 1 (2016): 1. http://dx.doi.org/10.23917/ppd.v3i1.2714.
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This study aims to determine the effect of using guided discovery learning method for IPA learningoutcomes. Variables that examined are the learning method that consists of guided learningmethods discovery, conventional method, and student learning outcomes IPA. This research isquasi experimental study. Experimental design to be used in the form pretest-posttest controlgroup design. The population were all fourth grade students in elementary school Gedanganak01 West Ungaran and SD Negeri Langensari 01 West Ungaran. The experiments given classtreatment guided discovery learning method and the control class were given conventionaltreatment methods. Data collection techniques of this study is test to measure student learningoutcomes IPA. Analysis of data using (1) the descriptive statistical techniques to describe thecharacteristics of science learning outcomes; and (2) of inferential statistics by t-test to testthe hypothesis of the study with assisted SPSS 16.0 for Windows. The results showed that thereis significant influence learning method guided discovery to learning outcomes IPA. This wasshown by the differences in learning outcomes in science subjects between learning by usingguided discovery with conventional learning. These results are based on t -.test Gain Score withSig. 0.012 <α (0.05).
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Wang, Weishuai, Ting Lei, Qingchao Chen, and Yang Liu. "Semantic-Guided Novel Category Discovery." Proceedings of the AAAI Conference on Artificial Intelligence 38, no. 6 (2024): 5607–14. http://dx.doi.org/10.1609/aaai.v38i6.28371.
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The Novel Category Discovery problem aims to cluster an unlabeled set with the help of a labeled set consisting of disjoint but related classes. However, existing models treat class names as discrete one-hot labels and ignore the semantic understanding of these classes. In this paper, we propose a new setting named Semantic-guided Novel Category Discovery (SNCD), which requires the model to not only cluster the unlabeled images but also semantically recognize these images based on a set of their class names. The first challenge we confront pertains to effectively leveraging the class names of unlabeled images, given the inherent gap between the visual and linguistic domains. To address this issue, we incorporate a semantic-aware recognition mechanism. This is achieved by constructing dynamic class-wise visual prototypes as well as a semantic similarity matrix that enables the projection of visual features into the semantic space. The second challenge originates from the granularity disparity between the classification and clustering tasks. To deal with this, we develop a semantic-aware clustering process to facilitate the exchange of knowledge between the two tasks. Through extensive experiments, we demonstrate the mutual benefits of the recognition and clustering tasks, which can be jointly optimized. Experimental results on multiple datasets confirm the effectiveness of our proposed method. Our code is available at https://github.com/wang-weishuai/Semantic-guided-NCD.
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M, Ulvi Nikmawati, Fitri Refelita, and Arif Yasthophi. "KOMPARASI STRUCTURE EXERCISE METHOD DAN DRILL TERHADAP PEMAHAMAN KONSEP PADA MATERI STOIKIOMETRI." Konfigurasi : Jurnal Pendidikan Kimia dan Terapan 3, no. 1 (2019): 8. http://dx.doi.org/10.24014/konfigurasi.v3i1.6796.
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This research aimed at knowing whether there was or not a difference on student concept comprehension taught by using Guided Discovery Learning model with Structure Exercise method that was compared with taught by using Guided Discovery Learning model with Drill method on Stoichiometry. This study was conducted in SMA Negeri 1 Tambang in academic 2018/2019. This research was a Quasi-experiment with pretest and posttest design. Purposive sampling technique was used, and it was obtained two sample classes—the tenth-grade students of class MIA 2 (experimental class one) and MIA 3 (exsperimental class two). The data of observation results and student concept comprehension were tested by using independent sample t-test. Based on the data analysis, it was obtained -ttable ≤ tobserved ≤ +ttable (-1.68<2.24>1.68). Thus, there was a significant difference on student concept comprehension between Guided Discovery Learning model with Structure Exercise and Guided Discovery Learning model with Drill method variables on Stoichiometry material at the tenth grade of State Senior High School 1 Tambang, mean score of student concept comprehension at the tenth grade of MIA 2 was 0.74 and the score of MIA 3 was 0.66.
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Nurideen, Suraj, Churcher Kwesi Amenyi, Dennis Wilmot, and Gabina Susuoroka. "Engaging Neural Plasticity in Senior High School Students: The Impact of Guided Discovery Teaching Method on Achievement in Circle Theorems." American Journal of Education and Practice 8, no. 1 (2024): 51–73. http://dx.doi.org/10.47672/ajep.1794.
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Purpose: The study's objective was to ascertain how circle theorem achievement in SHS students was affected by the guided discovery teaching method, a student-centered approach associated with improved neural plasticity.
 Materials and Methods: Two Form 2 classes from various Wa Municipal schools were chosen for the study using convenient, purposeful, and straightforward random sampling techniques. The study adopted a non-equivalent quasi-experimental design to compare students who are taught with the guided discovery method and the traditional method of teaching circle theorems concepts. The sample size was composed of 164 students. Using a separate t-test and descriptive statistics, the Geometry Achievement test was investigated. A pre-test was given before the experiment (post-test) began. The students who engaged in guided discovery instruction outperformed than those who did not when teaching and learning Circle theorems.
 Findings: The findings suggested that student-centered methods like guided discovery can greatly improve students’ achievement in the study of circle theorems. One of the implications derived from the study indicated that guided discovery teaching approach offers students the chance to put a method of learning into practice after they have used it. This was done by using illustrations of diagrams on cardboard. This must be considered in the planning of educators and subject-matter experts. For pre-tertiary education, the government must make it mandatory to use cardboard, mathematical instruments, and instructional sheets as teaching aids. Since visual representations of Euclidean Geometry diagrams bring reality to teaching and learning through pictures and diagrams, the importance of visualization and experimentation in learning circle theorems should not be underestimated by teachers or students. This will improve their conceptual understanding.
 Implications to Theory, Practice and Policy: One can recommend that in order to enhance the performance of SHS students, it will be most advantageous to introduce guided discovery teaching methods to pre- and in-service teachers, through promotion by Ghana Education Service and/or other stakeholders in the education sector. This introduction may be distributed through workshops and seminars for mathematics teachers' instructional techniques and skills will improve as a result. This study has added a lot to our understanding of the world. The guided discovery teaching method approach to teaching circle theorems has been strengthened and expanded as a result of this research, first and foremost. This thesis thus makes a substantial enhancement of the body of knowledge. The research also explains and backs up the notion that guided discovery methods aid students' academic endeavors. This shows that the teaching process engages students' attention and improves their capacity for memory and recall.
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Adeshina, O. K., and R. S. Babarinde. "COMPARATIVE EFFECT OF GUIDED-DISCOVERY AND EXPOSITORY METHOD ON STUDENTS' PERFORMANCE IN BIOLOGY IN ILORIN METROPOLIS KWARA STATE." Nigerian Educational Digest (NED) Volume 13, No. 1, June 2013 (2013): 217–26. https://doi.org/10.5281/zenodo.7771157.
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This paper investigated the effects of Guided-discovery and expository method on students’ performance in Biology and their effects on gender. The study adopted a protest-prost-test, non randomized experimental group design. Two hundred and forty [240] S811 Biology students were randomly selected from two co-educational government owned secondary schools in Ilorin metropolis. The test items used in the study was limited to one content area of the Biology curriculum which is circulatory system. The choice of the topic was based on the fact that it has been identified as one - of the difficult concepts in the senior secondary school Biology curriculum. A = researcher - designed instrument tag Biology Performance Test (BPT) comprising 50 multiple items was used for data collection. The reliability of the instrument with Co- efficient of 0.75 was achieved. Three Research questions were raised while three hypotheses were to formulate guide the study. Analysis of covariance (ANCOVA) was used to analyze the data. The result was verified at 0.05 level of significant difference on the performance of students exposed to two instructional methods. It showed that the Guided-discovery instructional method was superior to Expository method of teaching.
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Batubara, Ismail Hanif, and Indah Purnama Sari. "IMPROVING CRITICAL THINKINGABILITY THROUGH GUIDED DISCOVERY METHODS ASSISTED BY CABRI 3D SOFTWARE." International Journal of Economic, Technology and Social Sciences (Injects) 2, no. 1 (2021): 325–30. http://dx.doi.org/10.53695/injects.v2i1.411.
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This research proves that the use of knowledge of software programs such as Cabri 3D improves college students' Critical Thinking competencies compared to those with the software program's help. This evidence is accomplished to reach the development of college students' numerical thinking capacities instructed to use guided disclosure gaining knowledge of strategies assisted with the aid of using Cabri 3D with the guided discovery gaining knowledge of approach without a Computer program. This lesson experimental research takes a look at a populace of 122 people. Randomly instructions are decided on from the to be had guides divided into pattern instructions. The first experimental magnificence changed into given remedy with the aid of using Guided Discovery gaining knowledge of Method assisted with the support of using an Cabri 3D software program, at the same time as some other degree changed into given remedy with the aid of using guided discovery gaining knowledge of approach without Cabri 3D software program. The tool used on this take a look at changed into a check. Then the check effects are examined through the use of the t-check with the assist of SPSS. The check standards are rejected H0 if the table of t is smaller than the t count. Effects confirmed rely on changed into 2,785 simultaneously as the t desk changed into 2,000. The college students taught with the aid of using the guided discovery gaining knowledge of approach assisted with using Cabri 3D (First experiment) are better than without software.
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Overholser, James C. "Guided Discovery: a Clinical Strategy Derived from the Socratic Method." International Journal of Cognitive Therapy 11, no. 2 (2018): 124–39. http://dx.doi.org/10.1007/s41811-018-0017-x.
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Karmiati, Sri. "PENERAPAN METODE PENEMUAN TERBIMBING DALAM MENINGKATKAN KEMAMPUAN BERPIKIR LOGIS ANAK USIA 3-4 TAHUN DI PPT TERATAI KENJERAN SURABAYA." MOTORIC 4, no. 1 (2020): 130–38. http://dx.doi.org/10.31090/m.v4i1.1022.
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Abstract
 This study aims to determine the increase in the ability to think logically children aged 3-4 years in PPT Kenjeran Surabaya through the application of the Guided Discovery Method. This type of research is classroom action research with subjects of 15 children aged 3-4 years and the object is the application of guided discovery methods in improving logical thinking skills. Data collection using the method of observation, interviews and documentation. The data collected is analyzed and reflected descriptively quantitatively. The results showed that in the first cycle of action as many as 4 children (25%) the ability of logical thinking children develop very well (BSB) this shows that the level of children's logical thinking ability is still low. Actions in cycle II have an increase in the ability to think logically by 13 children (80%) with very well developed criteria (BSB). So it can be concluded that the application of the Guided Discovery Method in improving the logical thinking ability of children aged 3-4 years in PPT Lotus Surabaya can be applied with good results.
 Key words: Guided Discovery Method, logical thinking
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Abidah, Sausan Dina, and Yuliani Yuliani. "The Validity and Practicality of Student Worksheet Based on Guided Discovery to Practice Integrated Science Process Skills in Class XII Enzyme Submaterials." Berkala Ilmiah Pendidikan Biologi (BioEdu) 9, no. 3 (2020): 422–32. http://dx.doi.org/10.26740/bioedu.v9n3.p422-432.
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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.
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Karumikawati, Tunjung Paryana, Leny Yuanita, and Endang Susantini. "PERBEDAAN IMPLEMENTASI TIPE DISCOVERY LEARNING TERHADAP KEMAMPUAN KOGNITIF, KETERAMPILAN FREE DISCOVERY, DAN PENGEMBANGAN KARAKTER KEMANDIRIAN SISWA SMP." JPPS (Jurnal Penelitian Pendidikan Sains) 1, no. 2 (2017): 116. http://dx.doi.org/10.26740/jpps.v1n2.p116-119.
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The objective of this research is to compare the effectiveness of the guided discovery and the less structured discovery methods cognitive ability, free discovery skill, and autonomous character of the Junior High School. Forty Ponorogo Junior High School students have divided into two research classes were involved in this investigation using The Method of Science as the subject matter. The research was implemented in two phase, the development of the discovery learning resources, using the Kemp model, and the implementation of learning resources using the matching only pretest-posttest control group design (quasi experiment). From the hypothesis test (α: 0,005) showed that: (1)Cognitive skill of less structured discovery class higher than guided discovery class (Sig. 0.0025<α). The individual cognitive skill of guided discovery students increased from 20% to 65%, and for less structured discovery students increased from 10% to 80%; (2)Free discovery skill and autonomous character of less structured discovery class not higher than guided discovery class (free discovery skill Sig. 0,467>α; autonomous Sig.; 0,031; 0,028>α) . Free discovery skill of guided discovery students increased from 20% to 80%, and that of less structured discovery students increased from 10% to 35%. The average percentage of autonomous character of guided discovery students ranges from 64,29% to 90,48%, and that of less structured discovery students ranges from 71,43% to 90,48%. The shortage of time allocation for the teaching and learning process was the main obstacle. Penelitian ini bertujuan untuk membandingkan tipe pembelajaran discovery (guided discovery dan less structured discovery) terhadap kemampuan kognitif, keterampilan free discovery, dan kemandirian siswa SMP. Subjek penelitian sejumlah 40 siswa yang dibagi dalam 2 kelas penelitian di SMP Negeri 1 Ponorogo kelas VII dengan materi pembelajaran metode ilmiah. Penelitian dilaksanakan dalam dua tahap, yakni tahap pengembangan perangkat pembelajaran discovery mengikuti rancangan Kemp dan tahap penerapan perangkat pembelajaran menggunakan rancangan penelitian the matching only pretest-posttest control group design (quasi experiment). Hasil uji hipotesis (α: 0,005) menunjukkan bahwa: 1) Kemampuan kognitif kelas less structured discovery lebih tinggi dari kelas guided discovery (Sig. 0,0025<α). Pada kelas guided discovery, kemampuan kognitif berdasarkan ketuntasan individu mengalami peningkatan dari 20% menjadi 65% dan pada kelas less structured discovery mengalami peningkatan dari 10% menjadi 80%. 2) Keterampilan free discovery dan kemandirian siswa kelas less structured discovery tidak lebih tinggi dari kelas guided discovery (keterampilan free discovery Sig. 0,467> α; kemandirian Sig. 0,031; 0,028>α). Pada kelas guided discovery, keterampilan free discovery mengalami peningkatan dari 20% menjadi 80% dan pada kelas less structured discovery mengalami peningkatan dari 10% menjadi 35%. Rata-rata persentase kemandirian pada kelas guided discovery bervariasi 64,29% hingga 90,48% dan kelas less structured discovery antara 71,43% hingga 90,48%. Waktu menjadi hambatan utama dalam penelitian ini sehingga dibutuhkan pengalokasian yang lebih baik pada setiap tahapan pembelajaran.
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Agus, Imaludin. "Efektivitas guided discovery menggunakan pendekatan kontekstual ditinjau dari kemampuan berpikir kritis, prestasi, dan self-efficacy." Jurnal Riset Pendidikan Matematika 6, no. 2 (2019): 120–32. http://dx.doi.org/10.21831/jrpm.v6i2.14517.
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Penelitian ini bertujuan untuk mendeskripsikan perbedaan keefektifan guided discovery meggunakan pendekatan kontekstual dan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy matematika siswa SMP. Jenis penelitian ini adalah quasi-experiment dengan pretest-posttest nonequivalent group design. Populasi dalam penelitian ini adalah siswa kelas VIII SMP Negeri di Kontukowun, kabupaten Muna dan kelas VIII-1 dan Kelas VIII-2 dipilih secara acak sebagai sampel. Untuk mengetahui keefektifan guided discovery menggunakan pendekatan kontekstual dan konvensional menggunakan uji one sample t-test, sedangkan untuk perbedaan keefektifan metode pembelajaran menggunakan uji two group manova. Jika terdapat perbedaan maka dilanjutkan dengan uji perbandingan menggunakan independent sample t-test. Hasilnya menunjukkan bahwa guided discovery menggunakan pendekatan kontekstual efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; metode konvensional tidak efektif ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy; dan guided discovery menggunakan pendekatan kontekstual lebih efektif dibandingkan konvensional ditinjau dari kemampuan berpikir kritis, prestasi belajar, dan self-efficacy. The effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, achievement, and self-efficacyAbstractThe aim of the study aims to describe the effectiveness of guided discovery using the contextual approach in terms of critical thinking ability, learning achievement and self-efficacy in the mathematics of junior high school students. The study was quasi-experiment with pretest-posttest nonequivalent group design method. The population in this research was all 8th-grade students from one public junior high school in Kontukowuna, Muna Regency, Indonesia and class VIII-1 and VIII-2 were randomly selected as a sample. One sample t-test was used to determine the effectiveness of the guided discovery using the contextual approach and the conventional method. Whereas, two groups of Manova was used to know the difference between the learning methods. Then, if the result showed there is a significant difference between the two classes, the independent sample t-test was administered. Result of the study indicates that the guided discovery using the contextual approach is effective in terms of critical thinking ability, learning achievement, and self-efficacy; the conventional method is not effective in terms of critical thinking ability, learning achievement, and self-efficacy; and the guided discovery using contextual approach is more effective than conventional in terms of critical thinking ability, learning achievement, and self-efficacy.
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I. Ador, Sylvanus, Okon-Enoh E. E., and Agabi D. U. "Effect of Guided Discovery Instructional Strategy on the Academic Achievement and Retention among Chemistry Students on Nce 1 in Volumetric Analysis in Federal College of Education (Fce) Obudu." Journal of Applied Science, Information and Computing 5, no. 1 (2024): 125–31. http://dx.doi.org/10.59568/jasic-2024-5-1-13.
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The study investigated the effect of the Guided Discovery Instructional Strategy on academic Achievement and Retention among Chemistry Students of NCE year 1 in volumetric analysis in F.C.E Obudu. Quasi-experimental Pretest-Posttest was the design used. The population of the study was made up of both male and female students totaling five hundred and twenty (520). The instrument used was a designed test questions on Chemistry Volumetric Analysis Test (CVAT). The test items were validated by experts in test and measurement Department in the Faculty of Education UNICAL and Chemistry Department, F.C.E Obudu. A reliability coefficient of 0.65 using Cronbach Alpha was used. Four research questions were raised and answered using mean and standard deviation statistical method. The results showed that, in the identical circumstances and settings, students instructed via the guided discovery method performed better than those taught using the traditional lecture style. The study also showed that when educating both sexes utilizing the Guided Discovery technique, there is no discernible difference in the academic performance of males and females. The study also shows that there was an important distinction in retention ability between the conventional lecture approach and the guided discovery method for all students. Result of the study showed that guided Discovery method is preferable in teaching Sciences (Chemistry) than lecture method in volumetric analysis. Recommendations were made showing clearly that the Guided Discovery method should be applied by science teachers in Nigeria because, it is effective in achievement and retention by students and also that, it does not create disparity in gender level of achievement and retention, thus it should be enshrined in the Science curriculum of studies in Tertiary Institutions in Nigeria.
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Mangul, Serghei, Adrian Caciula, Olga Glebova, Ion Mandoiu, and Alex Zelikovsky. "Improved transcriptome quantification and reconstruction from RNA-Seq reads using partial annotations." In Silico Biology: Journal of Biological Systems Modeling and Multi-Scale Simulation 11, no. 5-6 (2012): 251–61. https://doi.org/10.3233/isb-2012-0459.
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The paper addresses the problem of how to use RNA-Seq data for transcriptome reconstruction and quantification, as well as novel transcript discovery in partially annotated genomes. We present a novel annotation-guided general framework for transcriptome discovery, reconstruction and quantification in partially annotated genomes and compare it with existing annotation-guided and genome-guided transcriptome assembly methods. Our method, referred as Discovery and Reconstruction of Unannotated Transcripts (DRUT), can be used to enhance existing transcriptome assemblers, such as Cufflinks [3], as well as to accurately estimate the transcript frequencies. Empirical analysis on synthetic datasets confirms that Cufflinks enhanced by DRUT has superior quality of reconstruction and frequency estimation of transcripts.
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Sukenda, Umbara Uba, and farhan wahyu puadi evan. "MENINGKATKAN KEMAMPUAN PEMAHAMAN SISWA DENGAN MENGGUNAKAN METODA PENEMUAN TERBIMBING PADA PEMBELAJARAN GEOMETRI KELAS 8." JUMLAHKU: jurnal matematika ilmiah STKIP Muhammadiyah Kuningan V.4 No.1, Vol 4 No 1 (2018): Edisi Vol. 4 No. 1 Mei (2018): 38–49. https://doi.org/10.5281/zenodo.1490849.
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The purpose of the study was to investigate whether Guided Finding Methods could improve students' understanding of geometry in class 8. The method used is Classroom Action Research. The research was done at SMP Negeri 2 Ciwaru located at Jl. Raya Sumberjaya, Desa Citikur, Kecamatan Ciwaru, Kabupaten Kuningan. The subjects of the researchs were the students of SMP Negeri 2 Ciwaru class 8 academic year 2016/2017. They were chosen because after consulting with mathematics teachers that this had major problems regarding the comprehension ability of mathematical concepts. Data collection techniques: observation, interview and questionnaire. The research was done in 2 cycles, each cycle was done in 3 sessions. Each session includes 4 stages: planning, action, observation and reflection. The results of the research as follows: Learning with guided discovery method can improve students' understanding 73.82%. With the following details on the first cycle students who reached the KKM 17 students (62.54%) with an average score of 65.74. In cycle II the number of KKM 23 students (85.19%) the average score in cycle II was 79.26. Based on the results of the research it is advisable to use guided discovery methods in improving students' comprehension skills.
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SOGHOMONYAN, Karina. "‘GUIDED DISCOVERY’ AS AN INDUCTIVE WAY OF TEACHING GRAMMAR." Foreign Languages in Higher Education 20, no. 3 (21) (2022): 97–104. http://dx.doi.org/10.46991/flhe/2016.20.3.097.
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The paper presents the means and ways of using the inductive method in teaching English tenses, the analysis of a lesson using this method, as well as different types of exercises which give the students the opportunity to use the new grammar material in a natural context. The main advantages of the inductive method prove its efficiency in teaching grammar. An attempt is made to reveal the positive effect of the inductive method on the grammar academic achievement of the students.
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Rhamayanti, Yuni. "Peningkatan Hasil Belajar Matematika dan Respon Siswa Melalui Pembelajaran Kooperatif Tipe STAD dengan Metode Penemuan Terbimbing." Edumatika: Jurnal Riset Pendidikan Matematika 2, no. 1 (2019): 29. http://dx.doi.org/10.32939/ejrpm.v2i1.244.
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This study was conducted on junior high school students with the aim to improve the learning outcomes of mathematics, student activities, and student responses through the application of the STAD type cooperative learning model with guided discovery method. This type of research is Classroom Action Research, ie research done by teachers in their own class with planned, systematic to improve the quality of classroom learning practice. The subjects of this study are students of class VII SMP Negeri Padangsidimpuan Lesson Year 2017-2018, selected is a class VII-2 with the number of students 31 people. While the object of this study is the application of the STAD type cooperative learning model with a guided discovery method to improve results and student learning activities that are not good math and need to be improved. The research instrument in this research will use test and non-test technique. The conclusion that can be drawn from this research is 1) the increase of mathematics learning outcomes through the application of STAD type cooperative learning model with guided discovery method of 0.65 with medium criteria, 2) Increased student learning activity through the application of STAD type cooperative learning model with guided discovery method equal to 0.46 with medium criterion, 3) also increase student response to STAD type cooperative learning with guided discovery method. The improvement of teachers' ability to manage the learning is 0.78 with high criteria.
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Aswardi, Aswardi. "The implementation of guided discovery learning method to improve student learning outcomes at electromagnetic control system and operation course." COUNS-EDU: The International Journal of Counseling and Education 2, no. 2 (2017): 85. http://dx.doi.org/10.23916/0020170210520.
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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.
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Tariki, Tedi, Anggi Setia Lengkana, and Yudha Munajat Saputra. "The Influence of Inclusion and Guided Discovery Teaching Style on Learning Results of Bottom Passing Volyball." JUARA : Jurnal Olahraga 8, no. 1 (2023): 111–17. http://dx.doi.org/10.33222/juara.v8i1.2618.
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This study aimed to examine the effect of inclusive teaching styles and guided discovery on learning outcomes of underhand passing in volleyball. The research method uses experimental research methods with a pretest-posttest control group design. The sample in this study was 40 students of SDN Leuwiliang. The research instrument used an observation sheet for the basic skills of passing down in volleyball. Data analysis using SPSS v.20 using paired sample t-test and independent sample t-test. This study concluded that there is an influence of inclusive teaching style. It guided discovery on the underhand passing, and there is a difference in the effect of inclusive teaching style and driven discovery teaching style on the volleyball bottom passing learning outcomes. The guided discovery teaching style shows more significant learning outcomes in volleyball underpass.
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Tayibu, Nur Qalbi, and Andi Nurul Faizah. "Efektivitas Pembelajaran Matematika melalui Metode Penemuan Terbimbing Setting Kooperatif." Mosharafa: Jurnal Pendidikan Matematika 10, no. 1 (2021): 117–28. http://dx.doi.org/10.31980/mosharafa.v10i1.728.
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AbstrakBerbagai masalah dihadapi siswa dalam proses pembelajaran sehingga hasil belajar siswa rendah. Minat dan motivasi belajar siswa juga kurang. Diperlukan pembelajaran yang mengkondisikan siswa agar aktif belajar. Dengan penggunaan metode penemuan terbimbing setting kooperatif, siswa diharapkan menemukan sendiri pola atau struktur matematika melalui proses pengalaman belajar. Penelitian ini bertujuan mengetahui apakah metode penemuan terbimbing setting kooperatif efektif diterapkan pada pembelajaran matematika. Penelitian eksperimen ini dilakukan dengan sampel sebanyak 50 Siswa kelas VIII SMP Negeri 21 Makassar. Pengumpulan data menggunakan tes hasil belajar, lembar observasi, dan angket respon siswa. Analisis yang digunakan yaitu analisis deskriptif dan inferensial. Hasil analisis data yaitu metode penemuan terbimbing setting kooperatif lebih efektif dibandingkan metode konvensional, dapat dilihat dari hasil yang diperoleh kelas eksperimen lebih baik dibandingkan kelas kontrol pada tes hasil belajar, angket dan respon siswa. Metode penemuan terbimbing dengan menggunakan setting kooperatif sangat cocok digunakan pada penelitian pembelajaran matematika karena dapat melihat sejauh mana siswa aktif belajar, minat, motivasi dan hasil belajar siswa. The Effectiveness of Learning Mathematics through Guided Invention Methods of Cooperative Setting AbstractVarious problems are faced by students in the learning process so that the student’s learning outcomes are low. The interest and motivation of the students in the learning are also lacking. Learning is required who students condition to be active in the study. With the use of the guided discovery method of settings cooperative, students are expected to discover their mathematical patterns or structures through the learning experience process. This study aims to find out that the method of discovery guided cooperative settings is effectively applied to student math learning. This experimental research was conducted with a sample of as many as 50 students of SMP Negeri 21 Makassar. Data collection using test results of learning, observation sheets, and student questionnaire responses. The analysis used is descriptive and inferential. The results of the data analysis show that the guided discovery method of a cooperative setting is more effective than conventional methods, which can be seen from the results obtained by the experimental class better than the control class on the test. The guided discovery method by using cooperative settings is very suitable in the use of mathematics learning research because we can see the extent to which students are actively learning, the extent of interest, motivation, and learning outcomes of students.
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Hadiwiyono, Syamsul, I. Nyoman Sudana Degeng, and Nurmida Catherine Sitompul. "Science Materials with Guided Discovery Methods to Increase Problem Solving Ability for Junior High Schools." Jurnal Imiah Pendidikan dan Pembelajaran 8, no. 3 (2024): 431–40. https://doi.org/10.23887/jipp.v8i3.78862.
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Science learning aims to improve problem-solving skills, and the guided discovery method has been proven to improve problem-solving skills. However, this method has not been widely practiced because teachers have difficulty designing this learning. This research aims to produce science learning materials using The Guided Discovery method for problem-solving learning for junior high school students on Light. The subjects of this study were VIII-grade students. Questionnaires and tests collected data. Questionnaires were used to obtain product feasibility, and tests were used to measure product effectiveness. Data analysis used percentages, paired t-tests, and one-way ANOVA. The results showed that, the development product meets the feasibility of being an effective learning material to build problem-solving skills. So, it can be said that products for science subjects using the Guided Discovery method are feasible and effective to be used as teaching materials to develop problem-solving skills for junior high school students, especially in the material of Light. The implication of this research shows that the product of science teaching materials based on the Guided Discovery method has the potential to be applied in the junior high school learning environment, especially in the topic of Light.
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Novita, Fani, Saumi Setyaningrum, and Ali Hasmy. "PENGARUH PENGGUNAAN STRATEGI GUIDED DISCOVERY LEARNING TERHADAP PRESTASI BELAJAR PESERTA DIDIK." As-Sibyan 7, no. 1 (2025): 73–86. https://doi.org/10.52484/as_sibyan.v7i1.633.
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This study aims to observe the effect of using the Guided Discovery Learning strategy on student learning achievement in animal classification material in class V MIN 2 Pontianak in the 2022/2023 school year. The research method used was quasi experiment with the population of all grade V students, where the sample consisted of two classes, namely class V A as the experimental class and class V D as the control class. Data were collected through t-test, and the results showed that the learning achievement of students taught with the Guided Discovery Learning method had a value of 74.00 (high category), while students who did not use the method had a value of 71.01 (high category). The difference in learning achievement between the two groups was 2.99, and the effect of using the Guided Discovery Learning method on student learning achievement was 10.4%. Thus, it can be concluded that the use of the Guided Discovery Learning learning strategy has a positive impact on student learning achievement in animal classification material in class V of MIN 2 Pontianak in the 2022/2023 academic year
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Yusuf, Yusfita, Lia Yuliawati, and Ridika Hasna Gumelar. "APPLICATION OF GUIDED DISCOVERY LEARNING (GDL) MODEL IN AN EFFORT TO IMPROVE STUDENTS’ MATHEMATICAL PROBLEM SOLVING ABILITY." Symmetry: Pasundan Journal of Research in Mathematics Learning and Education 8, no. 2 (2023): 255–64. http://dx.doi.org/10.23969/symmetry.v8i2.10641.
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This research was motivated by the low mathematical problem solving ability of students. The purpose of this study was to determine the improvement of better mathematical problem solving skills in students whose learning uses the Guided Discovery Learning (GDL) model with students whose learning uses conventional models, as well as to determine students' attitudes towards mathematics learning using Guided Discovery Learning (GDL). The method used in this study is a quasi-experimental method with a nonequivalent pretest-posttest control group design. Based on the results of normalized gain data processing using t-tests and a significance level of 5%, results were obtained to increase the mathematical problem solving ability of students whose learning using the Guided Discovery Learning (GDL) model was better than conventional models. Based on the processing of student attitude questionnaire data obtained, it can be concluded that student attitudes are positive towards mathematics learning with the Guided Discovery Learning (GDL) model.
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Chang, Te-Sheng. "Functional Approaches to Discover New Compounds via Enzymatic Modification: Predicted Data Mining Approach and Biotransformation-Guided Purification." Molecules 30, no. 10 (2025): 2228. https://doi.org/10.3390/molecules30102228.
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In the field of biotechnology, natural compounds isolated from medicinal plants are highly valued; however, their discovery, purification, biofunctional characterization, and biochemical validation have historically involved time-consuming and laborious processes. Two innovative approaches have emerged to more efficiently discover new bioactive substances: the predicted data mining approach (PDMA) and biotransformation-guided purification (BGP). The PDMA is a computational method that predicts biotransformation potential, identifying potential substrates for specific enzymes from numerous candidate compounds to generate new compounds. BGP combines enzymatic biotransformation with traditional purification techniques to directly identify and isolate biotransformed products from crude extract fractions. This review examines recent research employing BGP or the PDMA for novel compound discovery. This research demonstrates that both approaches effectively allow for the discovery of novel bioactive molecules from natural sources, the enhancement of the bioactivity and solubility of existing compounds, and the development of alternatives to traditional methods. These findings highlight the potential of integrating traditional medicinal knowledge with modern enzymatic and computational tools to advance drug discovery and development.
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Zunaidah, Evi. "IMPROVING UNDERSTANDING OF GENETIC SUBSTANCES THROUGH GUIDED DISCOVERY LEARNING METHODS." ScienceEdu 4, no. 2 (2021): 93. http://dx.doi.org/10.19184/se.v4i2.28445.
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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.
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Susanti, Erlin, and Ristiana Dyah Purbandari. "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." Proceedings of the 1st International Conference on Social Science (ICSS) 3, no. 1 (2024): 206–18. http://dx.doi.org/10.59188/icss.v3i1.183.
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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.
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Michaeli, Amit, Immanuel Lerner, Maria Zatsepin, Shaul Mezan, and Alexandra Vardi Kilshtain. "Discovery of Novel GABAAR Allosteric Modulators Through Reinforcement Learning." Current Pharmaceutical Design 26, no. 44 (2020): 5713–19. http://dx.doi.org/10.2174/1381612826666201113104150.
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Background: As not all target proteins can be easily screened in vitro, advanced virtual screening is becoming critical. Objective: In this study, we demonstrate the application of reinforcement learning guided virtual screening for γ-aminobutyric acid A receptor (GABAAR) modulating peptides. Methods: Structure-based virtual screening was performed on a receptor homology model. Screened molecules deemed to be novel were synthesized and analyzed using patch-clamp analysis. Conclusion: Reinforcement learning guided virtual screening is a viable method for the discovery of novel molecules that modulate a difficult to screen transmembrane receptor.
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Iswati, Henny Dwi, and Oikurema Purwati. "Improving Students’ Critical Thinking through Guided Discovery Learning Method in Argumentative Texts Reading." ELS Journal on Interdisciplinary Studies in Humanities 5, no. 4 (2022): 701–5. http://dx.doi.org/10.34050/elsjish.v5i4.24826.
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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.
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Tayibu, Nur Qalbi, and Andi Nurul Faizah. "Efektivitas Pembelajaran Matematika melalui Metode Penemuan Terbimbing Setting Kooperatif." Mosharafa: Jurnal Pendidikan Matematika 10, no. 1 (2021): 117–28. http://dx.doi.org/10.31980/mosharafa.v10i1.646.
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Berbagai masalah dihadapi siswa dalam proses pembelajaran sehingga hasil belajar siswa rendah. Minat dan motivasi belajar siswa juga kurang. Diperlukan pembelajaran yang mengkondisikan siswa agar aktif belajar. Dengan penggunaan metode penemuan terbimbing setting kooperatif, siswa diharapkan menemukan sendiri pola atau struktur matematika melalui proses pengalaman belajar. Penelitian ini bertujuan mengetahui apakah metode penemuan terbimbing setting kooperatif efektif diterapkan pada pembelajaran matematika. Penelitian eksperimen ini dilakukan dengan sampel sebanyak 50 Siswa kelas VIII SMP Negeri 21 Makassar. Pengumpulan data menggunakan tes hasil belajar, lembar observasi, dan angket respon siswa. Analisis yang digunakan yaitu analisis deskriptif dan inferensial. Hasil analisis data yaitu metode penemuan terbimbing setting kooperatif lebih efektif dibandingkan metode konvensional, dapat dilihat dari hasil yang diperoleh kelas eksperimen lebih baik dibandingkan kelas kontrol pada tes hasil belajar, angket dan respon siswa. Metode penemuan terbimbing dengan menggunakan setting kooperatif sangat cocok digunakan pada penelitian pembelajaran matematika karena dapat melihat sejauh mana siswa aktif belajar, minat, motivasi dan hasil belajar siswa. Various problems faced by students in the learning process so that the student’s learning outcomes are low. Interest and motivation of the students in the learning are also lacking. Learning is required who students condition to be active in the study. With the use of the guided discovery method of settings cooperative, students are expected to discover their mathematical patterns or structures through the learning experience process. This study aims to find out that the method of discovery guided cooperative settings are effectively applied to student math learning. This experimental research was conducted with sample as many as 50 students of SMP Negeri 21 Makassar. Data collection using test results of learning, observation sheets, and student questionnaire responses. The analysis used is descriptive and inferential. The results of the data analysis show that the guided discovery method of a cooperative setting is more effective than conventional methods, can be seen from the results obtained by the experimental class better than the control class on the test. The guided discovery method by using cooperative settings is very suitable in use of mathematics learning research, because we can see the extent to which students are actively learning, the extent of interest, motivation and learning outcomes of students.
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Sholeha, Vera. "Efektivitas metode guided discovery pada pembelajaran sains terhadap perkembangan kognitif anak usia 5-6 tahun." Jurnal Pendidikan Anak 8, no. 1 (2019): 78–83. http://dx.doi.org/10.21831/jpa.v8i1.26680.
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Penelitian ini bertujuan untuk meneliti efektivitas metode guided discovery dalam pembelajaran sains terhadap perkembangan kognitif anak usia 5-6 tahun. Jenis penelitian ini adalah kuasi eksperimen (quasi-experimental research). Subjek uji efektivitas pada kelas eksperimen sebanyak 22 peserta didik kelas B1 TK ABA Kembaran dan pada kelas kontrol sebanyak 23 peserta didik kelas B2 TK ABA Kembaran. Pengumpulan data menggunakan lembar observasi dan tes lisan peserta didik. Teknik analisis data menggunakan independent sample t-test dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan bahwa dengan menggunakan metode guided discovery dalam pembelajaran sains, terdapat perbedaan yang signifikan pada domain kognitif aspek “mengingat” pada anak usia 5-6 tahun. Terdapat perbedaan hasil akhir antara kelas kontrol dan kelas eksperimen setelah guru menggunakan metode guided discovery dalam pembelajaran sains dengan p 0,05 kemudian terjadi pula peningkatan yang signifikan dengan p = 0,000. AbstractThis study aimed to examine the effectiveness of the guided discovery method in science learning towards cognitive development in children aged 5-6 years. This type of research was quasi experimental research. The effectiveness test subjects in the experimental class were 22 students in class B1 TK ABA Kembaran and in the control class were 23 students in class B2 TK ABA Kembaran. Data collection used observation sheets and oral tests of students. Data analysis technique used independent sample t-test with a significance level of 0.05. The results showed that by using the guided discovery method in science learning, there were significant differences in the cognitive domain of “remembering” aspect of children aged 5-6 years. There were differences in the final results between the control class and the experimental class after the teacher used the guided discovery method in science learning with p 0.05 then there was also a significant increase with p = 0.000.
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Arafah, Kaharuddin. "The Effect of Guided Discovery Method and Learning Interest on Students' Understanding of Physics Concepts." Jurnal Pendidikan Fisika 8, no. 2 (2020): 147–54. http://dx.doi.org/10.26618/jpf.v8i2.3259.
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This study aims to analyze differences in understanding of physics concepts between students taught using the guided discovery method with varied lectures, both overall, for high learning interest and for low learning interest. In addition to knowing the interaction between learning methods and learning interest in understanding students' physics concepts. To achieve this goal, an experimental study using a 2 x 2 factorial design was conducted. The population of the study was 193 students of class XI IPA of SMAN 18 Makassar in 2018/2019 Academic Year. The sample subjects of this study were taken through cluster sampling techniques, amounting to 64 people. Two classes as an experimental group were taught using the guided discovery method and two classes as a control class were taught with a varied lecture method. Data were analyzed using descriptive statistics and inferential satelistic two-way ANAVA at a significance level of 5%. The results of the descriptive analysis showed that the average score of understanding the physics concepts of the experimental group students was 18.57 with a standard deviation of 2.53. The average score of understanding the physics concepts of the control group students was 14.56 with a standard deviation of 2.86. The results of inferential analysis show that overall, there are differences in understanding of physical concepts between students taught using the guided discovery method and those taught with varied lectures. Further results, both for high learning interest and those with low learning interest, there are differences in understanding of physics concepts between students taught using the guided discovery method with varied lectures. Finally, the results obtained that there is no interaction between learning methods with interest in learning about understanding students' physics concepts.
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Mahdi, Tri Joko Raharjo, and Widiasih. "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." Jurnal Penelitian Pendidikan IPA 9, no. 12 (2023): 11093–100. http://dx.doi.org/10.29303/jppipa.v9i12.5289.
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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].
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Kurashige, Cole, Ruyi Ji, Aditya Giridharan, et al. "CCLemma: E-Graph Guided Lemma Discovery for Inductive Equational Proofs." Proceedings of the ACM on Programming Languages 8, ICFP (2024): 818–44. http://dx.doi.org/10.1145/3674653.
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The problem of automatically proving the equality of terms over recursive functions and inductive data types is challenging, as such proofs often require auxiliary lemmas which must themselves be proven. Previous attempts at lemma discovery compromise on either efficiency or efficacy. Goal-directed approaches are fast but limited in expressiveness, as they can only discover auxiliary lemmas which entail their goals. Theory exploration approaches are expressive but inefficient, as they exhaustively enumerate candidate lemmas. We introduce e-graph guided lemma discovery , a new approach to finding equational proofs that makes theory exploration goal-directed. We accomplish this by using e-graphs and equality saturation to efficiently construct and compactly represent the space of all goal-oriented proofs. This allows us to explore only those auxiliary lemmas guaranteed to help make progress on some of these proofs. We implemented our method in a new prover called CCLemma and compared it with three state-of-the-art provers across a variety of benchmarks. CCLemma performs consistently well on two standard benchmarks and additionally solves 50% more problems than the next best tool on a new challenging set.
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Indriyani, Dian, HRA Mulyani, and Hening Widowati. "PENGARUH MODEL PEMBELAJARAN DISCOVERY LEARNING TERHADAP HASIL BELAJAR MATERI SISTEM EKSRESI PADA MANUSIA PADA SISWA KELAS VIII SMPN 2 RAMAN UTARA." EDUBIOLOCK 4, no. 3 (2023): 8–16. http://dx.doi.org/10.24127/edubiolock.v4i3.4396.
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This study aimed to determine the effect of guided discovery learning on the critical thinking skills of students in class VIII Science in SMP N 2 Raman Utara. This type of research is experimental with a design using Posttest Only Control, Researchers use instruments in the form of essay test items (descriptions) that are used by researchers to measure students’ abilities after carrying out the learning process using a guided Discovery Learning. Researchers used 2 groups with research design, namely the control group using the Direct Learning model with the question and answer method and the experimental group using guided Discovery Learning with the group discussion method. The research data is tested for hypotheses with the similarity test of two averages. The test results with the normality test show = 9,93 > X2daf = 11,07 α = 0.05, then, in the similarity test two t-count average > t-daf is 17,9 < 2,01 (= 5%). So there is an influence of guided Discovery Learning on students' critical thinking skills at SMP N 2 Raman Utara.
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Huynh, Cam Ngoc Thi, Hong Nguyen, and Phuoc Vinh Tran. "Efficiency of Visually-Guided Discovery-Learning System for High School." E3S Web of Conferences 626 (2025): 04002. https://doi.org/10.1051/e3sconf/202562604002.
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The teaching and learning activities are nowadays transferring from teacher-focused to student-oriented, the learning method of students has been changed from passive acquisition to active discovery with the model of guided discovery learning. This study considers human sight system as the broadest and fastest channel for receiving new information and knowledge to propose visually-guided discovery-learning system for high schools, composed of three components, student, visual lecture, and teacher. The paper studies the characteristics of visualization to apply for the lecture of visually-guided discovery-learning system. This research surveys the input and output of the system, and analyses the factors affecting them, to constitute the mathematically quantitative model evaluating the efficiency of the system.
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Sabani, Mas'ud, and Isnarto Isnarto. "Mathematical communication of 7th-grade students viewed from the attitude of curiosity in Guided Discovery Learning assisted by educational props." Unnes Journal of Mathematics Education 9, no. 1 (2020): 20–27. http://dx.doi.org/10.15294/ujme.v9i1.36350.
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The purpose of this study is (1) to find out the mastery learning achievement of students mathematical communication ability in Guided Discovery learning assisted by educational props, (2) know the improvement of mathematical communication ability in Guided Discovery learning supported by educational props (3) describe students mathematical communication ability for each category curiosity in Guided Discovery learning assisted by educational props. This research method is mixed methods with sequential explanatory design. The population in this study were all students of class VII SMP N 33 Semarang in 2019/2020; sampling was done by random sampling selected to be a sample is class VII-F. The research subjects were taken by using a purposive sampling technique. The research subjects consisted of 9 students. Subjects were interviewed based on mathematical communication ability test results. The results showed that (1) students mathematical communication ability in Guided Discovery learning assisted by educational props reached mastery learning, with an average grade reaching 80 and classical completeness exceeding 75%, (2) there was an increase in students' mathematical communication ability in Guided Discovery learning assisted by educational props. Improved mathematical communication ability is medium. (3) Subjects with high curiosity have four indicators of mathematical communication ability; subjects with curiosity have three indicators of mathematical communication ability; subjects with low curiosity only have two indicators of mathematical communication ability.
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Putri, Suci Rahma. "Mathematical Problem Solving Ability: Comparison of Guided Discovery Learning Model and Problem Based Learning Model." Journal of Vocational Education and Information Technology (JVEIT) 2, no. 1 (2021): 10–18. http://dx.doi.org/10.56667/jveit.v2i1.93.
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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.
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Zulkarnaen Guchi, Rizki Asiyah, Mohammad Firman Maulana. "PENGGUNAAN METODE DISCOVERY LEARNING PADA PELAJARAN PENDIDIKAN AGAMA ISLAM DALAM UPAYA MENINGKATKAN PRESTASI BELAJAR SISWA DI SMA AL-HIDAYAH MEDAN JLN. LETDASUJONO T.A 2021/2022." Taushiah: Jurnal Hukum, Pendidikan dan Kemasyarakatan 12, no. 1 (2022): 70–81. https://doi.org/10.30743/taushiah.v12i1.5890.
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Discovery Learning is a learning theory that is defined as a learning process that occurs when lessons are not presented with learning in its final form, but students are expected to organize themselves. By using the Discovery Learning method, it means that the teacher provides an introduction and keywords of the material being taught and students are actively guided to discover what they are learning. This study aims to improve the learning achievement of Islamic Religious Education students of class X SMA Al-Hidayah Medan in the even semester of the 2021/2022 academic year by using the discovery learning method on honesty material as a mirror of personality. This type of research is qualitative research, namely the research method used to examine the condition of natural objects, where the researcher is the key instrument. Student responses to the application of discovery learning methods in Islamic Religious Education learning and student learning outcomes in Islamic Religious Education learning using the discovery learning method can improve learning outcomes very well. Based on the results of the research and discussion of the research, it can be concluded that through the application of the discovery learning model can improve the learning achievement of Islamic Religious Education students with honesty material as a mirror of personality in class X SMA Al-Hidayah.
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Hidajat, Flavia Aurelia, Leny Dhianti Haeruman, Eti Dwi Wiraningsih, and Didik Sugeng Pambudi. "The Effect of Digital Technology Learning Based on Guided Discovery and Self-regulated Learning Strategy on Mathematical Creativity." International Journal of Information and Education Technology 13, no. 3 (2023): 535–43. http://dx.doi.org/10.18178/ijiet.2023.13.3.1836.
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Considering that teachers can not directly supervise or control students’ real activities during online learning, students need to manage their learning without the teacher’s presence. However, students cannot manage their learning process independently and tend to do other activities during the online learning process. On the other hand, students need to combine previous knowledge to form new and creative ideas. This contradictory condition causes students not to focus on learning, students are not able to combine previous knowledge, and there is no effort to form new and creative ideas. So students’ mathematical creativity is very low. As a result, teachers must implement strategies that guide students to find new or creative ideas by activating students’ self-regulation abilities during online learning. This study applied digital technology learning through the LMS (learning management system) based on guided discovery and self-regulated learning strategies to overcome these problems. This research employed the quantitative research method. The subjects of this study were 67 high school students in Malang. The sampling technique was the distribution of the questionnaire. The data were first tested to gain normality by using the Kolmogorov Smirnov test. Data analysis employed multiple-linear regression tests. Meanwhile, the data analysis process employed the SPSS-23 application. The results show that digital learning technology based on guided discovery and self-regulated learning strategies positively affects students’ mathematical creativity during online learning. The higher implementation of digital technology learning based on guided discovery and self-regulated learning strategies will improve students’ mathematical creativity. This research provides information to develop learning for educators. using Digital technology learning based on guided discovery and self-regulated learning strategies, guided discovery-based digital technology learning, and independent learning strategies have increased students’ mathematical creativity.
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Jatisunda, Mohamad Gilar, Dede Salim Nahdi, Ujiati Cahyaningsih, and Abdur Rasyid. "Enhancing Adaptive Reasoning Ability In Senior High School Students Using The Guided Inquiry Method." Journal of Multidisciplinary Research and Development 1, no. 2 (2024): 153–61. http://dx.doi.org/10.56916/jmrd.v1i2.915.
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This study aims to evaluate the effect of the guided inquiry method on students' adaptive reasoning ability at the secondary school level. With a quasi-experimental design using a Nonequivalent Control Group Design, class X IPS 1 applied guided discovery, while class X IPS 2 was the control with conventional learning. Adaptive reasoning ability data were obtained from pretests and posttests, then tested using paired-sample T-test. The results showed a significant increase in the experimental class (N-Gain: 0.64) compared to the control class (N-Gain: 0.55), with a significance value of 0.009. This finding indicates that the application of the guided discovery method has a more significant positive impact on improving students' adaptive reasoning ability when compared to conventional learning. The implication is that teachers and education practitioners can consider using this method to improve the quality of mathematics learning at the secondary school level. Further studies could explore specific aspects of this method and its long-term impact on student achievement
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Hong, Nguyen Van, Nguyen Thi Thuy An Thuy An, and Le Viet Minh Triet. "Teaching the Arithmetic Sequence through Guided Discovery Learning: A Pedagogical Experiment in Viet Nam." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 3 (2017): 280. http://dx.doi.org/10.21013/jems.v6.n3.p9.
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<div><p><em>“Let the student learn by discovery” has become the slogan of our country for recent years. Learning by discovery that has used by Vietnamese teacher is a term has appeared in Viet Nam in the past few years. This study proposes Guided Discovery learning to teach arithmetic sequence topic in Viet Nam high school. It is hypothesized that student. Student’s outcomes of teaching arithmetic sequence topic with Guided Discovery Learning are not greater than the ones of teaching this subject with the traditional method of instruction and students’ achievements after experiment are not better than students’ achievements before the experiment. Two eleven -classes were involved in the trial to investigate the effectiveness of Guided Discovery Learning,. The result suggests that students have better concept retention.</em></p></div>