Identifying Collaboration Skills Through Discovery Learning with A Contextual Approach







Vol. 10 No. 4 (2024): April


Collaboration skills, Contextual approach, Discovery learning model

Research Articles


How to Cite

Nainggolan, E., & Purwaningsih, D. (2024). Identifying Collaboration Skills Through Discovery Learning with A Contextual Approach. Jurnal Penelitian Pendidikan IPA, 10(4), 1739–1746.


Download data is not yet available.


Metrics Loading ...


Passive learning results in low student collaboration skills and tends to be individualistic in chemistry. Discovery learning with a contextual approach is one solution to overcome this problem. This research aims to find out the improvement of students' collaboration skills through discovery learning with a contextual approach and can be one step to prepare students' adaptive collaboration skills in the future. This research is quantitative research with a sample of 69 students taken using random sampling technique. Data were collected using collaboration skills observation sheets, questionnaires, and interviews. The collaboration skills measured consist of 4 indicators, namely cooperation skills, communication skills, completing tasks, and commitment. Data analysis uses quantitative descriptive methods. The results of this research show that students' collaboration skills using discovery learning with a contextual approach increase at each meeting with an average of 79 collaboration skills (good category).


Akihary, W., Maruanaya, R. F., Lestuny, C., & Maruanaya, S. P. (2023). The YouTube-assisted discovery learning model: Improving students’ cognitive learning outcomes and critical thinking. Journal of Education and Learning (EduLearn), 17(4), 548–554.

Akın, F. N., & Uzuntiryaki-Kondakci, E. (2018). The nature of the interplay among components of pedagogical content knowledge in reaction rate and chemical equilibrium topics of novice and experienced chemistry teachers. Chemistry Education Research and Practice, 19(1), 80–105.

Andayani, S. (2020). Development of Learning Tools Based on Discovery Learning Models Combined with Cognitive Conflict Approaches to Improve Students’ Critical Thinking Ability. Jurnal Penelitian Pendidikan IPA, 6(2), 238–242.

Astuti, T. N., Sugiyarto, K. H., & Ikhsan, J. (2020). Effect of 3D Visualization on Students’ Critical Thinking Skills and Scientific Attitude in Chemistry. International Journal of Instruction, 13(1), 151–164.

Ayuningsih, S., & Muna, L. N. (2023). Influence of the Discovery Learning Learning Model on Critical Thinking Abilities and Student Learning Outcomes in Buffer Solution Material. Jurnal Penelitian Pendidikan IPA, 9(11), 9438–9446.

Bahtiar, B., Ibrahim, I., & Maimun, M. (2022). Profile of Student Problem Solving Skills Using Discovery Learning Model with Cognitive Conflict Approach. Jurnal Penelitian Pendidikan IPA, 8(3), 1340–1349.

Balqist, A., Jalmo, T., & Yolida, B. (2019). Penggunaan Model Discovery Learning Untuk Meningkatkan Keterampilan Kolaborasi dan Berpikir Tingkat Tinggi. Jurnal Bioterdidik, 7(2), 103–111. Retrieved from

Bamiro, A. O. (2015). Effects of Guided Discovery and Think-Pair-Share Strategies on Secondary School Students’ Achievement in Chemistry. SAGE Open, 5(1), 215824401456475.

Barkley, E. F., Major, C. H., & Cross, K. P. (2014). Collaborative learning techniques: A handbook for college faculty. John Wiley & Sons.

Basit, M., & Suhartini, S. (2023). Module Discovery Learning Biodiversity Material Based on Gunungkidul Beach to Increasing Interest and Independence in Learning of High School Students. Jurnal Penelitian Pendidikan IPA, 9(12), 12116–12129.

Broman, K., & Parchmann, I. (2014). Students’ application of chemical concepts when solving chemistry problems in different contexts. Chem. Educ. Res. Pract., 15(4), 516–529.

Child, S. F. J., & Shaw, S. (2019). Towards an operational framework for establishing and assessing collaborative interactions. Research Papers in Education, 34(3), 276–297.

Cigdemoglu, C., & Geban, O. (2015). Improving students’ chemical literacy levels on thermochemical and thermodynamics concepts through a context-based approach. Chemistry Education Research and Practice, 16(2), 302–317.

Darmawan, & Wahyudin. (2018). Model Pembelajaran di Sekolah. PT. Remaja Rosdakarya.

Fiolida, I. A. S., & Rohaeti, E. (2021). Research-oriented collaborative inquiry learning (REORCILEA): improving analytical thinking ability of high school students in reaction rate learning. Journal of Physics: Conference Series, 1806(1), 012189.

Fiore, S. M., Graesser, A., Greif, S., Griffin, P., Gonf, B., Kyllonen, P., O’Neil, H., Pellegrino, J., Rothman, R., Soule, H., & Davier, A. V. (2017). Collaborative Problem Solving. Considerations for The National Assessment of Educational Progress. Retrieved from

Firman, Syamsiara Nur, & Moh. Aldi SL.Taim. (2023). Analysis of Student Collaboration Skills in Biology Learning. Diklabio: Jurnal Pendidikan Dan Pembelajaran Biologi, 7(1), 82–89.

Friend, M., & Cook, L. (2014). Interactions: Collaboration Sills for Schools Professionals. Pearson Education.

Fuldiaratman, F., Pamela, I. S., & Elisabeth, D. M. (2023). Blended Learning: Interests, Responsibilities, and Students’ Metacognitive Abilities Using the Discovery Model. Jurnal Pendidikan Sains Indonesia, 11(2), 401–420.

Gosselin, D. (2023). A Practical Guide for Developing Cross-Disciplinary Collaboration Skills. Springer Cham.

Griffin, P. (2017). Assessing and Teaching 21st Century Skills: Collaborative Problem Solving as a Case Study. In Innovative assessment of collaboration (pp. 113–134).

Habig, S., Blankenburg, J., van Vorst, H., Fechner, S., Parchmann, I., & Sumfleth, E. (2018). Context characteristics and their effects on students’ situational interest in chemistry. International Journal of Science Education, 40(10), 1154–1175.

Hanum, L., Harnisah, H., & Ismayani, A. (2020). Implementasi Model Learning Cycle 7E Pada Pembelajaran Konsep Laju Reaksi. Cda, 8(2), 40–48. Retrieved from

Harizon, H., & Ekaputra, F. (2023). Application of PjBL Model by Utilizing Natural Materials Chemistry to Improve Students’ 4C Skills. EduLine: Journal of Education and Learning Innovation, 3(3), 479–483.

Kane, K., & Harms, J. (2005). Getting started: A guide to collaboration in the classroom. University of Hawaii at Manoa.

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103–122.

Magwilang, E. B. (2016). Teaching Chemistry in Context: Its Effects on Students’ Motivation, Attitudes and Achievement in Chemistry. International Journal of Learning, 15(4), 60–68. Retrieved from

Manurung, H. M., & Manurung, S. (2023). Implementation Of Additive Chemistry E-Modules Using the Discovery Learning Model on Student Learning Outcomes on Food Coloring Materials. Jurnal Penelitian Pendidikan IPA, 9(5), 2472–2477.

Martaida, T., Bukit, N., & Ginting, E. M. (2017). The Effect Of Discovery Learning Model On Critical Thinking Ability In Thematic Learning. IOSR Journal of Research & Method in Education, 7(6), 1–8.

Mishra, P., Pandey, C. M., Singh, U., Gupta, A., Sahu, C., & Keshri, A. (2019). Descriptive statistics and normality tests for statistical data. Annals of Cardiac Anaesthesia, 22(1), 67–72.

Muhali, M., Prahani, B. K., Mubarok, H., Kurnia, N., & Asy’ari, M. (2021). The Impact of Guided-Discovery-Learning Model on Students’ Conceptual Understanding and Critical Thinking Skills. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(3), 227–240.

Murni, H. P., Azhar, M., Ellizar, E., Nizar, U. K., & Guspatni, G. (2022). Three Levels of Chemical Representation-Integrated and Structured Inquiry-Based Reaction Rate Module: ItsEffect onStudents Mental Models. Journal of Turkish Science Education, 19(3), 758–772.

Nisa, F. A., Dwiningsih, K., & Myranthika, F. O. (2023). Improving Students’ Learning Outcomes and Activities through the Implementation of the Discovery Learning Model on Mol Concept Material. Prisma Sains: Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 11(3), 816.

Nursakinah, S., & Suyanta, S. (2023). Influence of Models Discovery Learning to Critical Thinking Ability and Scientific Attitude of Students. Jurnal Penelitian Pendidikan IPA, 9(10), 8879–8889.

Obikezie, M. C., Abumchukwu, A. A., & Chikendu, R. E. (2020). Effect of Contextual Teaching – Learning Approach on Students’ Achievement in Chemistry in Secondary Schools in Anambra State, Nigeria. International Journal of Innovative Research and Development, 9(12).

Ott, L. E., Carpenter, T. S., Hamilton, D. S., & LaCourse, W. R. (2018). Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry. Journal of the Scholarship of Teaching and Learning, 18(4), 161–180.

Overman, M., Vermunt, J. D., Meijer, P. C., Bulte, A. M. W., & Brekelmans, M. (2014). Students’ Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives. International Journal of Science Education, 36(11), 1871–1901.

Pramesti, D., Probosari, R. M., & Indriyanti, N. Y. (2022). Effectiveness of Project Based Learning Low Carbon STEM and Discovery Learning to Improve Creative Thinking Skills. Journal of Innovation in Educational and Cultural Research, 3(3), 444–456.

Rahmawati, I. P., Yamtinah, S., Utomo, S. B., Widarti, H. R., & Shidiq, A. S. (2023). Effect of Using Instagram Learning Media on Student Learning Outcomes Using the Discovery Learning Model on Reaction Rate Material. Jurnal Penelitian Pendidikan IPA, 9(4), 1805–1812.

Rizki, A., Khaldun, I., & Pada, A. U. T. (2021). Development of Discovery Learning Student Worksheets to Improve Students’ Critical Thinking Skills in Chemical Balance Materials. Jurnal Penelitian Pendidikan IPA, 7(4), 707–711.

Samputri, S. (2020). Science process skills and cognitive learning outcomes through discovery learning models. European Journal of Education Studies , 6(12), 181–189.

Sari, J., Bahar, A., & Handayani, D. (2017). Studi Komparasi Antara Model Pembelajaran Discovery Learning Dan Group Investigation Terhadap Hasil Belajar Kimia Siswa. Alotrop, 1(1).

Seçken, N., & Seyhan, H. G. (2015). An Analysis of High School Students’ Academic Achievement and Anxiety over Graphical Chemistry Problems about the Rate of Reaction: The Case of Sivas Province. Procedia - Social and Behavioral Sciences, 174, 347–354.

Seery, M. K. (2015). Flipped learning in higher education chemistry: emerging trends and potential directions. Chemistry Education Research and Practice, 16(4), 758–768.

Supasorn, S., & Promarak, V. (2015). Implementation of 5E inquiry incorporated with analogy learning approach to enhance conceptual understanding of chemical reaction rate for grade 11 students. Chemistry Education Research and Practice, 16(1), 121–132.

Supasorn, S., Wuttisela, K., Moonsarn, A., Khajornklin, P., Jarujamrus, P., & Chairam, S. (2022). Grade-11 Students’ Conceptual Understanding of Chemical Reaction Rate from Learning by Using the Small-Scale Experiments. Jurnal Pendidikan IPA Indonesia, 11(3), 433–448.

Supena, I., Darmuki, A., & Hariyadi, A. (2021). The Influence of 4C (Constructive, Critical, Creativity, Collaborative) Learning Model on Students’ Learning Outcomes. International Journal of Instruction, 14(3), 873–892.

Svinicki, M. D. (1998). A theoretical foundation for discovery learning. Advances in Physiology Education, 275(6), S4.

Utomo, D. S., Kartono, & Widiasih. (2023). Development of A Guided Discovery Learning Model Based on E-Learning in Thematic Learning. Jurnal Penelitian Pendidikan IPA, 9(12), 11625–11640.

Wardah, A. C., Wiyarsi, A., & Prodjosantoso, A. K. (2020). Analysis of prospective chemistry teachers’ understanding about rate of reaction concept. Journal of Physics: Conference Series, 1440(1), 012004.

Widarti, H. R., Yamtinah, S., Mawardi, M., Rokhim, D. A., Syafruddin, A. B., & Baharsyah, A. (2023). The Use of Instagram Integrated Learning Media Against Student Learning Motivation in Reaction Rate Material. JCER (Journal of Chemistry Education Research), 7(2), 258–266.

Widoyoko, E. P. (2009). Evaluasi program pembelajaran: Panduan praktis bagi pendidik dan calon pendidik. Yogyakarta: Pustaka Pelajar.

Wiyarsi, A., Sutrisno, H., & Rohaeti, E. (2018). The effect of multiple representation approach on students’ creative thinking skills: A case of “Rate of Reaction” topic. Journal of Physics: Conference Series, 1097(1), 012054.

Yuniawati, T. L., & Purba, F. J. (2021). Discovery learning model to optimize students’ critical thinking skills on hydrocarbon material. Jurnal Pendidikan Kimia, 13(3), 269–277.

Zakiah, Silalahi, A., & Muchtar, Z. (2015). Pengembangan Penuntun Praktikum Tipe Discovery dan Tipe Project Based Learning pada Pembelajaran Elektrolit dan Non Elektrolit di SMA. Jurnal Pendidikan Kimia (JPKim), 7(1), 83–94.

Zhao, Z., Zainuddin, N. A., Swaran Singh, C. K., Rahmat, A. N., Risfendra, R., & Juhari, M. I. (2023). Development of 21st Century 4C Skills E-Module for Zhumadian Vocational and Technical College Students. Journal of Technology and Humanities, 4(1), 14–24.

Author Biographies

Elsima Nainggolan, Universitas Negeri Yogyakarta

Dyah Purwaningsih, Universitas Negeri Yogyakarta


Copyright (c) 2024 Elsima Nainggolan, Dyah Purwaningsih

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).