Enhancing Science Learning Activities through the Implementation of Discovery Learning and Teaching at the Right Level Method

Authors

Irfan Ananda Ismail , Fadhila Ulfa Jhora , Qadriati , Munadia Insani

DOI:

10.29303/jppipa.v10i4.7359

Published:

2024-04-30

Issue:

Vol. 10 No. 4 (2024): April

Keywords:

Classroom Action Research, Discovery Learning, Science Learning Activity, Students, Teaching at the Right Level

Research Articles

Downloads

How to Cite

Ismail, I. A., Jhora, F. U., Qadriati, Q., & Insani, M. (2024). Enhancing Science Learning Activities through the Implementation of Discovery Learning and Teaching at the Right Level Method. Jurnal Penelitian Pendidikan IPA, 10(4), 1886–1895. https://doi.org/10.29303/jppipa.v10i4.7359

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

Education plays a vital role in cultivating qualified future generations, with active student participation serving as an indicator of effective learning processes. Preliminary observations at SMP Negeri 32 Padang revealed low engagement levels in science classes, prompting the need for interventions to boost students' involvement. The primary objective of this classroom action research was to enhance student engagement in science learning activities through implementing the Discovery Learning model and Teaching at the Right Level approach in a Grade 8 classroom at SMP Negeri 32 Padang. The study was conducted over three cycles, each consisting of planning, acting, observing, and reflecting phases. Data on student engagement in science learning activities was collected through observations using a rubric. The initial data in Cycle I revealed low engagement at 36.72%. After implementing interventions integrating Discovery Learning activities and personalized scaffolding based on students' ability levels in Cycles II and III, student engagement progressively increased to 45.76% and 62.28% respectively. Surveys and interviews indicated students found the learner-centered, inquiry-based activities more enjoyable and effective for understanding compared to traditional instruction. The findings demonstrate the potential of combining Discovery Learning and Teaching at the Right Level methods to significantly improve learning participation by stimulating intrinsic motivation through autonomous exploration while providing individualized support. The research offers practical strategies for enhancing science education engagement and contributes to the Kurikulum Merdeka goals of fostering participatory, flexible learning environments tailored to students' unique needs

References

Abdi, A. (2014). The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course. Universal Journal of Educational Research, 2(1), 37–41. https://doi.org/10.13189/ujer.2014.020104

Adamson, F., & Darling-Hammond, L. (2015). Policy Pathways for Twenty-First Century Skills. In Assessment and Teaching of 21st Century Skills. https://doi.org/10.1007/978-94-017-9395-7_15

Anaelka, A. H. (2018). Education 4.0 Made Simple: Ideas For Teaching. International Journal of Education and Literacy Studies, 6(3), 92. https://journals.aiac.org.au/index.php/IJELS/article/view/4616

Author, K., Duflo, E., Dupas, P., & Kremer, M. (2011). American Economic Association Peer Effects, Teacher Incentives, and the Impact of Tracking: Evidence from a Randomized Evaluation. Source: The American Economic Review, 101(5), 1739–1774.

Banerjee, A. V., Banerji, R., Duflo, E., Glennerster, R., & Khemani, S. (2010). Pitfalls of participatory programs: Evidence from a randomized evaluation in education in India. American Economic Journal: Economic Policy, 2(1), 1–30. https://doi.org/10.1257/pol.2.1.1

Dotimineli, A., & Mawardi, M. (2021). Development of STEM Integrated PBL-Based Student Worksheets in Energetic Materials of First-Year Students. Journal of Physics: Conference Series, 1788(1). https://doi.org/10.1088/1742-6596/1788/1/012045

Dyamayanti, L., Fatimah, S., Lestari, I. D., & Kurniawan, D. D. (2023). The Effect of Discovery Learning Model on Students’ Learning Outcomes on the Protists Concept. Jurnal Pendidikan Indonesia Gemilang, 3(1), 15–19. https://doi.org/10.53889/jpig.v3i1.152

Edelson, D. C., Gordin, D. N., & Pea, R. D. (1999). Addressing the Challenges of Inquiry-Based Learning Through Technology and Curriculum Design. Journal of the Learning Sciences, 8(3–4), 391–450. https://doi.org/10.1080/10508406.1999.9672075

Ernst, J., & Monroe, M. (2004). The effects of environment-based education on students’ critical thinking skills and disposition toward critical thinking. Environmental Education Research, 10(4), 507–522. https://doi.org/10.1080/1350462042000291038

Felder, R. M., & Prince, M. J. (2011). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement Potential of The Concept. Review of Educational Research, 74(1), 59–109.

Griffin, P., McGaw, B., & Care, E. (2012). Assessment and teaching of 21st century skills. In P. Griffin, B. McGaw, & E. Care (Eds.), Assessment and teaching of 21st century skills (Vol. 9789400723). Springer Netherlands. https://doi.org/10.1007/978-94-007-2324-5

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809

Hastuti, P. W., Tiarani, V. A., & Nurita, T. (2018). The influence of inquiry-based science issues learning on practical skills of junior high school students in environmental pollution topic. Jurnal Pendidikan IPA Indonesia, 7(2), 232–238. https://doi.org/10.15294/jpii.v7i2.14263

Hendri, S., & Setiawan, W. (2016). The Effect Of Inquiry Based Learning On The Reasoning Ability Of Grade Vii Students About Heat Concept. Jurnal Pendidikan Fisika Indonesia. 12(1), 65–76. https://doi.org/10.15294/jpfi

Ismail, I. A., & Insani, M. (2023). A Collaborative Action Research Model: Using Lesson Study to Optimize Guided Inquiry Teaching of Blood Structure and Function at Junior High School 32 Padang. International Journal of Academic Pedagogical Research (IJAPR) 3(7), 1–6. http://dx.doi.org/10.35542/osf.io/tkedh

Ismail, I. A., Jhora, F. U., & Insani, M. (2024). " Analysis and Reflection of STAR-Based Learning Assessment at SMP Negeri 32 Padang : Building Communication and Collaboration Skills ". January.

Ismail, I. A., Mawardi, M., Suryani, O., Insani, M., & Mulyanti, M. (2023). Innovative Pedagogical Approaches to the Periodic Table for Freshman Chemistry Student at the State University of Padang. Jurnal Penelitian Pendidikan IPA, 9(12), 12249–12257. https://doi.org/10.29303/jppipa.v9i12.5623

Jerome Bruner. (2012). 30 mei 2012 WE05 1/4. 2–5. https://books.google.fr/books?hl=fr&lr=&id=S6FKW90QY40C&oi=fnd&pg=PR29&dq=jerome+bruner&ots=lbjVjc61t1&sig=zjhrWnAgu4qNBwxEaAasqb9asTQ

Ješková, Z., Lukáč, S., Šnajder, Ľ., Guniš, J., Klein, D., & Kireš, M. (2022). Active Learning in STEM Education with Regard to the Development of Inquiry Skills. Education Sciences, 12(10). https://doi.org/10.3390/educsci12100686

Juniati, N. W., & Widiana, I. W. (2017). Penerapan Model Pembelajaran Inkuiri Untuk Meningkatkan Hasil Belajar Ipa. Journal of Education Action Research, 1(2), 122. https://doi.org/10.23887/jear.v1i2.12045

Kelas, S., Smp, V. I., & Kuta, N. (2023). Widyadari Penerapan Teaching At The Right Level (TARL) Berbantuan E-Lkpd Untuk Meningkatkan Motivasi Belajar Matematika. Widyadari (Jurnal Pendidikan). 24(2), 220–229. https://doi.org/10.59672/widyadari.v24i2.3186

Kimberlin, S., & Yezierski, E. (2016). Effectiveness of Inquiry-Based Lessons Using Particulate Level Models to Develop High School Students’ Understanding of Conceptual Stoichiometry. Journal of Chemical Education, 93(6), 1002–1009. https://doi.org/10.1021/acs.jchemed.5b01010

Lase, D. (2019). Education and Industrial Revolution 4.0. Handayani Journal PGSD FIP Unimed, 10(1), 48–62. https://doi.org/10.24114/jh.v10i1.14138

Maharani, B. Y., & Hardini, A. T. A. (2017). Penerapan Model Pembelajaran Discovery Learning. E-Jurnalmitrapendidikan, 1(2), 549–561.

Mahdiannur, M. A., Erman, E., Martini, M., Nurita, T., & Rosdiana, L. (2022). Eksplorasi Pengetahuan Guru Ipa Smp Tentang Pembelajaran Berdiferensiasi Dalam Kurikulum Merdeka : Pengukuran Berdasarkan Complex Multiple-Choice Survey. Jurnal Tarbiyah, 29(2), 295. https://doi.org/10.30829/tar.v29i2.1812

Nurhalimah, S. R., Suhartono, S., & Cahyana, U. (2017). Pengembangan Media Pembelajaran Mobile Learning Berbasis Android pada Materi Sifat Koligatif Larutan. JRPK: Jurnal Riset Pendidikan Kimia, 7(2), 160–167. https://doi.org/10.21009/jrpk.072.10

Plomp, T., & Nieveen, N. (2007). An Introduction to Educational Design Research.

Popovic, C. (2013). Teaching for quality learning at university. (2nd Edn.). In Innovations in Education and Teaching International (Vol. 50, Issue 4). https://doi.org/10.1080/14703297.2013.839332

Prasetyo, D., & Widjanarko, D. (2015). Enerapan Model Pembelajaran Inkuiri Untuk Meningkatkan Hasil Belajar Siswa Pada Kompetensi Memelihara Komponen Sistem Bahan Bakar Bensin. Jurnal Pendidikan Teknik Mesin Unnes, 15(2), 123484.

Prince, M., & Felder, R. (2007). The Many Faces of Inductive Teaching and Learning. Journal of College Science Teaching, 36(5), 14–20.

Putrawangsa, S., & Hasanah, U. (2018). Integrasi Teknologi Digital Dalam Pembelajaran Di Era Industri 4.0. Jurnal Tatsqif, 16(1), 42–54. https://doi.org/10.20414/jtq.v16i1.203

Rahman, A., & Nuryana, Z. (2019). Pendidikan Islam di Era Revolusi Industri 4.0. 34–0. https://doi.org/10.31219/osf.io/8xwp6

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020

Sadler, Royce, D. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.

Senggaweeng, Y., & Dungus, F. (2022). Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division Pada Materi Objek IPA Terhadap Hasil Belajar Siswa SMP Negeri 1 Remboken. SCIENING : Science Learning Journal, 3(2), 119–124. https://doi.org/10.53682/slj.v3i2.2669

Tomlinson, C. A. (2017). The Rationale for Differentiating Instruction in Academically Diverse Classrooms. Differentiate Instruction : In Academically Diverse Classooms, 12–18.

Wardhani, G. A. P. K., Susanty, D., Oksari, A. A., Nurhayati, L., Nuranzani, A., & Faridha, F. (2022). Implementasi Kurikulum Merdeka Belajar Kampus Merdeka (MBKM) Di Program Studi Kimia Universitas Nusa Bangsa. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 5(1), 53–59. https://doi.org/10.23887/jppsi.v5i1.42802

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). https://doi.org/10.1088/1742-6596/1097/1/012054

Wiyono, H. (2023). Sistem Pembelajaran pada Kurikulum Merdeka Di SMP Negeri 21 Pontianak. 6(1), 85–94.

Yerimadesi, Kiram, Y., Lufri, & Festiyed. (2018). Development of guided discovery learning based module on colloidal system topic for senior high school. Journal of Physics: Conference Series, 1116(4). https://doi.org/10.1088/1742-6596/1116/4/042044

Author Biographies

Irfan Ananda Ismail, Universitas Negeri Padang

Fadhila Ulfa Jhora, Universitas Negeri Padang

Qadriati, SMP N 32 Padang

Munadia Insani, Universitas Negeri Padang

License

Copyright (c) 2024 Irfan Ananda Ismail, Fadhila Ulfa Jhora, Qadriati; Munadia Insani

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).