SCIENCE PROCESS SKILLS AND COGNITIVE LEARNING OUTCOMES THROUGH DISCOVERY LEARNING MODELS

Salma Samputri

Abstract


This research focused on finding out whether the science process skills and cognitive learning outcomes through discovery learning is higher than the conventional learning model in the VII grade students of State Junior High School (SMP Negeri) 2 in Jeneponto. The population of this research was the VII grade students of State Junior High School (SMP Negeri) in Jeneponto which consist of 5 classes. The population was composed by 160 students and the sample was taken by using random sampling. Descriptive analysis technique was used in processing the data to describe the science process skills and student learning outcomes. The inferential analysis technique was also used to test the research hypothesis. Based on descriptive analysis, it was found that the average science process skills and learning outcomes of students who were taught by using the Discovery Learning model were in the high category. While the average value of science process skills and learning outcomes of students who are taught by using conventional models are in the medium category. The results of the inferential analysis showed that there is an influence of the Discovery Learning learning model on the science process skills and the learning outcomes of the VII grade students of Junior High School (SMP Negeri) 2 in Jeneponto at a significant level α = 0.05.

 

Article visualizations:

Hit counter

DOI

Keywords


discovery learning, science process skill, cognitive learning outcome

Full Text:

PDF

References


Ali & Khaeruddin, ( 2012). Learning Evaluation. Makassar : Badan Penerbit Universitas Negeri Makassar.

Kumalasari, D., Sudarti., & Lesmono, D., A. (2015). The Impact of Discovery Learning Models on Science Process Skills and Science-Physics Learning Outcomes of Students in MTS Negeri Jember. Jurnal Pendidikan Fisika. 4(1), 80-86.

Mubarok, C., & Sulistyo, E. (2014). The Application of Discovery Learning Learning Model to the Learning Outcomes of Class X TAV Students on Competency Standards Performing Sound System Installation at SMK Negeri 2 Surabaya. Jurnal Pendidikan Teknik Elektro. 03(1), 215-221.

Mustami, M. K., & Safitri, D. (2018). The Effects of Numbered Heads Together-Assurance Relevance Interest Assessment Satisfaction on Students’ Motivation. International Journal of Instruction, 11(3), 123-134. https://doi.org/10.12973/iji.2018.1139a

Safitri, D., Irmawanty, Bachtiar, S., & Rukman, Y., W. (2018). Students’ Cognitive Achievement, Critical Thinking Skills, And Metacognitive Awareness In Problem Based Learning. European Journal of Education Studies. 5(4), 248-258.

Susanti, E., Jamhari, M., & Suleman, M., S. (2016). The Influence of Discovery Learning Learning Model on Science Process Skills and Learning Outcomes of Class VIII Students About IPA SMP ADVENT. Jurnal Sains dan Teknologi Tadulako. 5(3), 36-41.

Sugiyono (2014). Educational Research Methods Quantitative, Qualitative, and R&D Approaches. Bandung: Alfabeta.

Widayanto (2019). Development of Process Skills and Understanding of Class X Students through KIT Optics. Jurnal Pendidikan Fisika Indonesia. 5, 1-7.

Yasa, P., M., Syahruddin, H., & Margunayasa, G. (2014). The Effect of Discovery Learning Model and Learning Interest on Learning Outcomes of Science Students. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha. 2(1).




DOI: http://dx.doi.org/10.46827/ejes.v0i0.2871

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Salma Samputri

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).