Implementation of Guided Discovery Learning Model with SETS Approach Assisted by E-Modul Chemistry on Scientific Literacy of Students

Authors

Yulia Asri Warlinda , Yerimadesi Yerimadesi , Hardeli Hardeli , Andromeda Andromeda

DOI:

10.29303/jppipa.v8i2.1264

Published:

2022-04-30

Issue:

Vol. 8 No. 2 (2022): April

Keywords:

Model Guided Discovery Learning, SETS Approach, E-Module Chemistry, Science Literacy

Research Articles

Downloads

How to Cite

Warlinda, Y. A., Yerimadesi, Y., Hardeli, H., & Andromeda, A. (2022). Implementation of Guided Discovery Learning Model with SETS Approach Assisted by E-Modul Chemistry on Scientific Literacy of Students. Jurnal Penelitian Pendidikan IPA, 8(2), 507–514. https://doi.org/10.29303/jppipa.v8i2.1264
Crossref
Scopus
Google Scholar
Europe PMC

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Chemical concepts are not only taught abstractly by the teacher, but students also need to do it independently to better understand, of course, with the help of the teacher. So it is necessary to intervene in learning such as the right way in learning the right way. The purpose of this study was to demonstrate the effect of implementing a guided discovery learning model with the SETS approach with the help of a chemistry module on the scientific skills of SMA Negeri 1 Padang class XI students. The method of this study uses a quasi-experimental type of study, and the study design used is a randomized control group test-only design. The subject of this study is all students in class XI SMA Negeri 1 Padang, who are actively enrolled in 2021/202, which consists of seven classes. Groups of research populations are grouped using random sampling techniques. Multiple-choice test equipment/2-step literacy is based on up to 20 items. Technical analysis of data in this study is quantitative data analysis by testing hypotheses using the average analysis of the similarity test of 2 groups of unpaired samples (independent). The results of the hypothesis test, namely tcount> ttable, determined that the research hypothesis was accepted. This means that the implementation of a guided discovery learning model with the SETS approach supported by the Chemistry E module will have a significant impact on the scientific abilities of Class XI students in SMA Negeri 1 Padang

References

Acher, A., Arcà , M., & Sanmartí, N. (2007). Modeling as a teaching learning process for understanding materials: A case study in primary education. Science education, 91(3), 398-418. https://doi.org/10.1002/sce.20196

Afrrannisah, A., Yusrizal, Y., & Nur, S. (2021). Implementasi model guided discovery learning berbantuan audio visual untuk meningkatkan minat belajar dan pemahaman konsep siswa pada materi elastisitas dan hukum hooke. Jurnal Penelitian Pendidikan IPA, 7 (SpecialIssue), 297-304. https://doi.org/10.29303/jppipa.v7iSpecialIssue.1164

Akinbobola, A.O. & Afolabib, F. (2010). Constructivist Practices Through Guided Discovery Approach: The Effect on Students’ Cognitive Achievement in Nigerian Senior Secondary School Physics. Eurasian J. Phys. Chem. Educ. 2(1), 16-25. https://doi.org/10.51724/ijpce.v2i1.180

Akmalia, S. (2019). Pengaruh Pendekatan SETS (Science, Environment, Technology, Society) Terhadap Literasi Sains Dan Sikap Ilmiah Peserta Didik Kelas VII DI SMP Taman Siswa Telukbetung (Doctoral dissertation). UIN Raden Intan Lampung. Retrieved from http://repository.radenintan.ac.id/6140/1/SKRIPSI%20SEPTIANI%20AKMALIA.pdf

Alabi, T. O., & Nureni, L. (2016). Effects of guided discovery and problem solving on achievement of secondary school studentsâ €™ in volumetric analysis in Niger State. ATBU Journal of Science, Technology and Education, 3(4), 75-87. http://www.atbuftejoste.com/index.php/joste/article/view/166

Andriani, S. A., & Masykuri, M. (2021). Pengembangan elektronik modul (e-modul) berbasis guided inquiry pada materi suhu dan kalor untuk meningkatkan literasi sains siswa kelas VII SMP/MTS. Jurnal Penelitian Pendidikan IPA, 7(SpecialIssue), 281-287. https://doi.org/10.29303/jppipa.v7iSpecialIssue.1234

Arafah, K. (2020). The effect of guided discovery method and learning interest on students' understanding of physics concepts. Jurnal Pendidikan Fisika, 8(2), 147-154. https://doi.org/10.26618/jpf.v8i2.3259

Ardianto, D., & Rubini, B. (2016). Comparison of students’ scientific literacy in integrated science learning through model of guided discovery and problem based learning. Jurnal Pendidikan IPA Indonesia, 5(1), 31-37, https://doi.org/10.15294/jpii.v5i1.5786.

Asda, V. D., & Andromeda, A. (2021). Efektivitas e-modul berbasis guided inquiry learning terintegrasi virlabs dan multirepresentasi pada materi larutan elektrolit dan nonelektrolit terhadap hasil belajar peserta didik. Edukatif: Jurnal Ilmu Pendidikan, 3(3), 710-716. https://doi.org/10.31004/edukatif.v3i3.423

Balım, A.G., (2009). The effects of discovery learning on students' success and inquiry learning skills. Eurasian Journal of Educational Research (EJER), (35). https://www.academia.edu/download/30221910/qcy520_desmond_j1.pdf.

Bayharti, B., Azumar, O.R., Andromeda, A. & Yerimadesi, Y,. (2019). Effectiveness of redox and electrochemical cell module based guided discovery learning on critical thinking skills and student learning outcomes of high school. In Journal of Physics: Conference Series, 1317(1), 012144. https://doi.org/10.1088/17426596/1317/1/012144

Dewi, V. P., Doyan, A., & Soeprianto, H. (2017). Pengaruh model penemuan terbimbing terhadap keterampilan proses sains ditinjau dari sikap ilmiah pada pembelajaran IPA. Jurnal Penelitian Pendidikan IPA, 3(1). https://doi.org/10.29303/jppipa.v3i1.102

Eggen, & Kauchak. (2012). Strategies and models for teachers teaching content and thinking skills. (1st ed.). Indeks.

Fatimahwati, F., Yusrizal, Y., Fitri, Z., Rahmatan, H., & Khaldun, I. (2021). Application of problem based learning model with sets vision to increase students' learning motivation on environmental pollution material. Jurnal Penelitian Pendidikan IPA, 7(3), 310-316. https://doi.org/10.29303/jppipa.v7i3.715

Febrila, P. Z., & Yerimadesi, Y. (2021). Validity and practicality of e-module chemical equilibrium based on guided discovery learning for class XI SMA/MA. International Journal of Progressive Sciences and Technologies, 27(2), 661-666. http://dx.doi.org/10.52155/ijpsat.v27.2.3362

Halloun, I. A. (2007). Mediated modeling in science education. Science & Education, 16(7), 653-697. https://doi.org/10.1007/s11191-006-9004-3

Handayani, D., Elvinawati, E., Isnaeni, I., & Alperi, M. (2021). Development Of Guided Discovery Based Electronic Module for Chemical Lessons In Redox Reaction Materials. International Journal of Interactive Mobile Technologies, 15(7), 94-106, https://doi.org/10.3991/ijim.v15i07.21559

Ibad, Z., Sukestiyarno, Y. L., & Hidayah, I. (2019). Peran modul kontekstual pada model discovery learning untuk meningkatkan kemampuan berpikir kreatif dan kemandirian siswa. In Seminar Nasional Pendidikan Matematika Ahmad Dahlan (Vol. 6). Retrieved from http://seminar.uad.ac.id/index.php/sendikmad/article/view/1051

Nbina, J.B., (2013). The relative effectiveness of guided discovery and demonstration teaching methods on achievement of chemistry students of different levels of scientific literacy. Journal of Research in Education and Society, 4(1), 43- 58.

Nikmah, R., & Binadja, A. (2013). Pengembangan Diktat Praktikum Berbasis Guided Discovery-Inquiry bervisi Science Enviroment, Technology and Society (Doctoral dissertation, Tesis). Universitas Negeri Seamarang, Semarang. https://doi.org/10.15294/jipk.v9i1.4818

Nuray, Y., & Morgil, I. (2010). The effects of science, technology, society, environment (STSE) interactions on teaching chemistry. Natural science, 2(12), 1417. http://dx.doi.org/10.4236/ns.2010.212173

Kamilasari, N. W., & Nuraini, L. (2020). Pengaruh model pembelajaran collaborative creativity (cc) dengan pendekatan sets terhadap kemampuan berpikir kreatif dan hasil belajar fisika pada siswa sma (doctoral dissertation) program studi pendidikan fisika jurusan pendidikan mipa fakultas keguruan dan ilmu pendidikan Universitas Jember. Retrieved from https://repository.unej.ac.id/handle/123456789/100503

Khasanah, N., Dwiastuti, S., & Nurmiyati, N. (2016). Pengaruh model guided discovery learning terhadap literasi sains ditinjau dari kecerdasan naturalis. In Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning 13(1), 346-351. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/5744

Lestari, D. (2019). Pengaruh Model Pembelajaran Guided Discovery Berbantuan Media Leaflet Terhadap Motivasi Dan Literasi Sains Peserta Didik Kelas X Pada Materi Keanekaragaman Hayati Di SMA Gajah Mada Bandar Lampung (Doctoral dissertation). UIN Raden Intan Lampung. Retrieved from http://repository.radenintan.ac.id/8916/1/PUSAT.pdf.

Maison (2021). Guide inquiry science e-module development for improving junior high school students' scientific literacy. Journal of Physics: Conference Series, 1876(1). https://doi.org/10.1088/1742-6596/1876/1/012089

Nenchi, M., Budi, A. S., & Rustana, C. E. (2021). Module electronic sound and light wave developed by scientific approach for improving science literacy. Journal of Physics: Conference Series, 2019(1), https://doi.org/10.1088/1742-6596/2019/1/012007

OECD. (2018). PISA 2018: Draft questionnaire framework. Paris, France: OECD Publishing. Retrieved fromhttp://www.oecd.org/pisa/pisaproducts/PISA-2018-draft-questionnaire-framework.pdf.

Puspitasari, V., Wiyanto, W., & Masturi, M. (2018). Implementasi model guided discovery learning disertai lks multirepresentasi berbasis pemecahan masalah untuk meningkatkan pemahaman konsep siswa. UPEJ Unnes Physics Education Journal, 7(3), 18-27. https://doi.org/10.15294/upej.v7i3.27672

Raharjo, M. W. C., Suryati, S., & Khery, Y. (2017). Pengembangan e-modul interaktif menggunakan adobe flash pada materi ikatan kimia untuk mendorong literasi sains peserta didik. Hydrogen: Jurnal Kependidikan Kimia, 5(1), 8-13. https://doi.org/10.33394/hjkk.v5i1.102.

Reynolds, R., & Chiu, M. M. (2013). Formal and informal context factors as contributors to student engagement in a guided discovery-based program of game design learning. Learning, Media and Technology, 38(4), 429-462, ISSN 1743-9884, https://doi.org/10.1080/17439884.2013.779585.

Sudarsana, W., Sarwanto, S., & Marzuki, A. (2021). Development of discovery learning-based e-modules using pdf flip professional software integrated with the website as an alternative to learning physics during the covid 19 pandemic. Jurnal Penelitian Pendidikan IPA, 7(4), 519-524. https://doi.org/10.29303/jppipa.v7i4.786

Supardi. (2013). Aplikasi statistika dalam penelitian. Jakarta Selatan: Change Publication Design.

Tunde, O., Oke, O. K., & Alam, G. M. (2010). An investigation into students study habit in volumetric analysis in the senior secondary provision: A case study in Ondo State, Nigeria. African Journal of Pharmacy and pharmacology, 4(6), 324-329. https://doi.org/10.5897/AJPP.9000018

Wiasti, S. R. (2018). Pengaruh Pendekatan Sets (Science, Environment, Technology, Society) Terhadap Kemampuan Metakognisi Ditinjau Dari Self Regulation Siswa Kelas X SMAN 12 Bandar Lampung (Doctoral dissertation). UIN Raden Intan Lampung. Retrieved from http://repository.radenintan.ac.id/4836/

Wildayati, W., & Yerimadesi, Y. (2021). Validitas dan Praktikalitas E-Modul Larutan Elektrolit dan Non Elektrolit Berbasis Guided Discovery Learning untuk Kelas X SMA/MA (Validity and Practicality of E-Module Electrolyte and Non Electrolyte Solutions Based on Guided Discovery Learning for Class X SMA/MA). EPK: Entalpi Pendidikan Kimia, 2(2), 45-54. Retrieved from http://entalpipendidikan.ppj.unp.ac.id/ojs/index.php/epk/article/view/143/pdf

Wulandari, I. G. A., Sa’dijah, C., As’ari, A. R., & Rahardjo, S. (2018). Modified guided discovery model: a conceptual framework for designing learning model using guided discovery to promote student’s analytical thinking skills. In Journal of Physics: Conference Series. 1028(1), 012153). https://doi.org/10.1088/17426596/1028/1/012153

Yerimadesi. (2018). Pengembangan Model guided discovery learning (gdl) untuk meningkatkan keterampilan berpikir kritis siswa pada pembelajaran kimia di SMA. (Disertasi). Pascasarjana Universitas Negeri Padang.

Yerimadesi, Y., Bayharti, B., Azizah, A., Lufri, L., Andromeda, A., & Guspatni, G. (2019a). Effectiveness of acid-base modules based on guided discovery learning for increasing critical thinking skills and learning outcomes of senior high school student. In Journal of Physics: Conference Series. 1185(1) 012151). https://doi.org/10.1088/1742-6596/1185/1/012151

Yerimadesi, Y., Kiram, Y., Lufri, L., Festiyed, F. & Guspatni, G. (2019b). Validity and practicality of guided discovery learning models for chemistry learning in senior high school. In Journal of Physics: Conference Series. 1317(1). 012149. https://doi.org/10.1088/1742-6596/1317/1/012149

Author Biographies

Yulia Asri Warlinda, Universitas Negeri Padang

Yerimadesi Yerimadesi, Universitas Negeri Padang

Hardeli Hardeli, Universitas Negeri Padang

Andromeda Andromeda, Universitas Negeri Padang

License

Copyright (c) 2022 Yulia Asri Warlinda, Yerimadesi Yerimadesi, Hardeli Hardeli, Andromeda Andromeda

Creative Commons License

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

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).