The Differences of Students’ Learning Outcomes Using the Discovery Learning Model and Problem Based Learning in Science Learning at Primary Schools

Authors

Loso Judijanto , Muhammad Sukron Fauzi , Yudi Hendrilia , Dalimawaty Kadir , Nerru Pranuta Murnaka , Fachruzzaki

DOI:

10.29303/jppipa.v10i10.9046

Published:

2024-10-25

Issue:

Vol. 10 No. 10 (2024): October

Keywords:

Discovery learning, Learning results, Merdeka curriculum, PBL

Research Articles

Downloads

How to Cite

Judijanto, L., Fauzi, M. S., Hendrilia, Y., Kadir, D., Murnaka, N. P., & Fachruzzaki. (2024). The Differences of Students’ Learning Outcomes Using the Discovery Learning Model and Problem Based Learning in Science Learning at Primary Schools. Jurnal Penelitian Pendidikan IPA, 10(10), 7354–7360. https://doi.org/10.29303/jppipa.v10i10.9046

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The paper aims to compare the effectiveness of two learning models, namely Discovery Learning (DL) and Problem Based Learning (PBL), in improving student learning outcomes in science subjects. This type of research is experimental research. The population in this study were all class IV students at SDN 002 SK (Samarinda City), totaling three classes. The calculation results show that the average pretest score in experimental class I is 45.12, which is higher compared to 35.60 in experimental class II. After treatment, the average posttest score in experimental class I increased to 85.80, while in experimental class II it reached 82.11. The average N-Gain for both classes was 0.74, indicating a significant increase in learning outcomes in both classes, although experimental class I showed slightly better results. More in-depth analysis based on high and low learning outcome categories shows consistent differences in the effectiveness of learning models. Hypothesis testing using the T Test, which is applied because the data distribution is normal and the variance is homogeneous, shows a calculated t-value of 8.60 which far exceeds the t_table of 2.070. This causes rejection of H_0 and acceptance of H_1, indicating that the Discovery Learning (DL) model in experimental class I provides better learning results than the Problem Based Learning (PBL) model in experimental class II.

References

Abdurahman, A., Asfahani, A., Sudarwati, N., Warwer, F., & Asrijal, A. (2023). The influence of problem-based learning model on students’ learning outcomes. International Journal of Trends in Mathematics Education Research, 6(3), 247–255. https://doi.org/10.33122/ijtmer.v6i3.226

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

Agostino, M., & Ruberto, S. (2021). Environment-friendly practices: Family versus non-family firms. Journal of Cleaner Production, 329, 129689. https://doi.org/10.1016/j.jclepro.2021.129689

Al Shloul, T., Mazhar, T., Abbas, Q., Iqbal, M., Ghadi, Y. Y., Shahzad, T., Mallek, F., & Hamam, H. (2024). Role of activity-based learning and ChatGPT on students’ performance in education. Computers and Education: Artificial Intelligence, 6, 100219. https://doi.org/10.1016/j.caeai.2024.100219

Alivernini, F., Manganelli, S., Lucidi, F., & Cavicchiolo, E. (2023). Understanding and supporting the motivation of students from low-income families. Contemporary Educational Psychology, 73, 102177. https://doi.org/10.1016/j.cedpsych.2023.102177

Bashith, A., & Amin, S. (2017). The Effect of Problem Based Learning on EFL Students’ Critical Thinking Skill and Learning Outcome. Al-Ta Lim Journal, 24(2), 93. https://doi.org/10.15548/jt.v0i0.271

Blinkoff, E., Nesbitt, K. T., Golinkoff, R. M., & Hirsh-Pasek, K. (2023). Investigating the contributions of active, playful learning to student interest and educational outcomes. Acta Psychologica, 238, 103983. https://doi.org/10.1016/j.actpsy.2023.103983

Brata, D. P. N., & Mahatmaharti, A. K. (2020). The implementation of Problem Based Learning (PBL) to develop student’s soft-skills. Journal of Physics: Conference Series, 1464(1), 012020. https://doi.org/10.1088/1742-6596/1464/1/012020

Chusni, M. M. (2022). Effectiveness of discovery learning-based multiple representation module on enhancing the critical thinking skills of the students with high and low science process skills. Jurnal Inovasi Pendidikan IPA, 8(2), 199–209. https://doi.org/10.21831/jipi.v8i2.49340

Contrino, M. F., Reyes-Millán, M., Vázquez-Villegas, P., & Membrillo-Hernández, J. (2024). Using an adaptive learning tool to improve student performance and satisfaction in online and face-to-face education for a more personalized approach. Smart Learning Environments, 11(1), 6. https://doi.org/10.1186/s40561-024-00292-y

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791

Falk, A., Kosse, F., Schildberg-Hörisch, H., & Zimmermann, F. (2023). Self-assessment: The role of the social environment. Journal of Public Economics, 223, 104908. https://doi.org/10.1016/j.jpubeco.2023.104908

Fannisa, A. A., Anggraini, D., Romdani, K. N., & Dewi, M. T. (2023). Challenges of Learning Social Science in the “Merdeka” Curriculum in Elementary Schools. MANDALIKA : Journal of Social Science, 1(2), 52–59. https://doi.org/10.56566/mandalika.v1i2.117

Han, F. (2021). The Relations between Teaching Strategies, Students’ Engagement in Learning, and Teachers’ Self-Concept. Sustainability, 13(9), 5020. https://doi.org/10.3390/su13095020

Handayani, S., Nur Amalina, E., Nur Asiah, A., & Prasetyo Wati, A. (2024). Study of ``Merdeka Belajar’’ Curriculum for Cultivating Student Character: Evidence from Indonesia. KnE Social Sciences. https://doi.org/10.18502/kss.v9i4.15086

Hardy, J. H., Day, E. A., Hughes, M. G., Wang, X., & Schuelke, M. J. (2014). Exploratory behavior in active learning: A between- and within-person examination. Organizational Behavior and Human Decision Processes, 125(2), 98–112. https://doi.org/10.1016/j.obhdp.2014.06.005

Harefa, M. M., Usman, H., & Lestari, I. (2024). Analysis Of The Implementation Of The Merdeka Curriculum In 3t Areas (Underdeveloped, Frontier And Outermost) (Elementary School In Namohalu Esiwa Sub-District). Jurnal Elementaria Edukasia, 7(1), 2195–2207. https://doi.org/10.31949/jee.v7i1.8623

Hasanah, I., Rodiah, S., & Afifah, L. (2023). Facilities and Infrastructures’ Implications Towards Teachers’ Pedagogical Content Knowledge (PCK) Welcoming Merdeka Belajar Curriculum. Journal Of Digital Learning And Distance Education, 1(8), 319–328. https://doi.org/10.56778/jdlde.v1i8.73

Kamaluddin, M., & Widjajanti, D. B. (2019). The Impact of Discovery Learning on Students’ Mathematics Learning Outcomes. Journal of Physics: Conference Series, 1320(1), 012038. https://doi.org/10.1088/1742-6596/1320/1/012038

Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A student-centered approach using modern technologies in distance learning: A systematic review of the literature. Smart Learning Environments, 10(1), 61. https://doi.org/10.1186/s40561-023-00280-8

Lodge, J. M., Kennedy, G., Lockyer, L., Arguel, A., & Pachman, M. (2018). Understanding Difficulties and Resulting Confusion in Learning: An Integrative Review. Frontiers in Education, 3, 49. https://doi.org/10.3389/feduc.2018.00049

Martínez-López, Z., Nouws, S., Villar, E., Mayo, M. E., & Tinajero, C. (2023). Perceived social support and self-regulated learning: A systematic review and meta-analysis. International Journal of Educational Research Open, 5, 100291. https://doi.org/10.1016/j.ijedro.2023.100291

Mundelsee, L., & Jurkowski, S. (2021). Think and pair before share: Effects of collaboration on students’ in-class participation. Learning and Individual Differences, 88, 102015. https://doi.org/10.1016/j.lindif.2021.102015

Munira, W., & Suryana, N. (2023). Implementation the “Merdeka Curriculum” in History Education. JUSPI (Jurnal Sejarah Peradaban Islam), 7(1), 45. https://doi.org/10.30829/juspi.v7i1.15660

Neliwati, N., Hasanah, U., Pringadi, R., Sirojuddin, A., & Arif, M. (2023). Curriculum Management in Improving The Quality of Student Learning and Academic Achievement. Munaddhomah: Jurnal Manajemen Pendidikan Islam, 4(1), 115–121. https://doi.org/10.31538/munaddhomah.v4i1.233

Otoluwa, S. M., Uloli, R., Abdjul, T., Mursalin, Odja, A. H., & Ntobuo, N. E. (2024). The Influence of the PBL Model to Student Learning Outcomes on Heat and its Transfer Concepts. Jurnal Penelitian Pendidikan IPA, 10(7), 4357–4363. https://doi.org/10.29303/jppipa.v10i7.8003

Paramitha, A. P., Istiqomah, N., & Mastura, S. (2023). The influence of problem-based learning and discovery learning models on learning outcomes. Jurnal Penelitian Ilmu Pendidikan, 16(1). https://doi.org/10.21831/jpipfip.v16i1.52423

Ramadhan, D. P., Kuswandi, D., & Soepriyanto, Y. (2023). Exploring Genius Hour: A literature study on concepts, benefits, and their application at every level of education in various countries. Jurnal Inovasi Teknologi Pendidikan, 10(3), 218–232. https://doi.org/10.21831/jitp.v10i3.61479

Sanger, C. S. (2020). Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments. In Diversity and Inclusion in Global Higher Education (pp. 31–71). Springer Singapore. https://doi.org/10.1007/978-981-15-1628-3_2

Sanjaya, W., Erita, Y., Putri, R. S., & Indriyani, N. (2022). Teachers’ Readiness and Ability in Designing Teaching Modules in The Independent Curriculum. Journal Of Digital Learning And Distance Education, 1(7), 288–296. https://doi.org/10.56778/jdlde.v1i7.46

Southworth, J., Migliaccio, K., Glover, J., Glover, J., Reed, D., McCarty, C., Brendemuhl, J., & Thomas, A. (2023). Developing a model for AI Across the curriculum: Transforming the higher education landscape via innovation in AI literacy. Computers and Education: Artificial Intelligence, 4, 100127. https://doi.org/10.1016/j.caeai.2023.100127

Taherdoost, H. (2022). What are Different Research Approaches? Comprehensive Review of Qualitative, Quantitative, and Mixed Method Research, Their Applications, Types, and Limitations. Journal of Management Science & Engineering Research, 5(1), 53–63. https://doi.org/10.30564/jmser.v5i1.4538

Tharayil, S., Borrego, M., Prince, M., Nguyen, K. A., Shekhar, P., Finelli, C. J., & Waters, C. (2018). Strategies to mitigate student resistance to active learning. International Journal of STEM Education, 5(1), 7. https://doi.org/10.1186/s40594-018-0102-y

Tong, D. H., Uyen, B. P., & Ngan, L. K. (2022). The effectiveness of blended learning on students’ academic achievement, self-study skills and learning attitudes: A quasi-experiment study in teaching the conventions for coordinates in the plane. Heliyon, 8(12), e12657. https://doi.org/10.1016/j.heliyon.2022.e12657

Van Riesen, S. A. N., Gijlers, H., Anjewierden, A., & De Jong, T. (2018). The influence of prior knowledge on experiment design guidance in a science inquiry context. International Journal of Science Education, 40(11), 1327–1344. https://doi.org/10.1080/09500693.2018.1477263

Yannier, N., Hudson, S. E., & Koedinger, K. R. (2020). Active Learning is About More Than Hands-On: A Mixed-Reality AI System to Support STEM Education. International Journal of Artificial Intelligence in Education, 30(1), 74–96. https://doi.org/10.1007/s40593-020-00194-3

Yoto, Marsono, Suyetno, A., Mawangi, P. A. N., Romadin, A., & Paryono. (2024). The role of industry to unlock the potential of the Merdeka curriculum for vocational school. Cogent Education, 11(1), 2335820. https://doi.org/10.1080/2331186X.2024.2335820

Yu, H. (2024). Enhancing creative cognition through project-based learning: An in-depth scholarly exploration. Heliyon, 10(6), e27706. https://doi.org/10.1016/j.heliyon.2024.e27706

Yu, L., & Zin, Z. M. (2023). The critical thinking-oriented adaptations of problem-based learning models: A systematic review. Frontiers in Education, 8, 1139987. https://doi.org/10.3389/feduc.2023.1139987

Zhang, B., Yin, X., & Ren, Z. (2024). Can perceived social support influence academic achievement of master’s students? Evidence from a University in China. Education and Information Technologies. https://doi.org/10.1007/s10639-024-12693-0

Author Biographies

Loso Judijanto, IPOSS Jakarta

Muhammad Sukron Fauzi, Universitas Mulawarman

Yudi Hendrilia, STT Kanaan Nusantara Ungaran

Dalimawaty Kadir, Universitas Muslim Nusantara Al-Washliyah

Nerru Pranuta Murnaka, Universitas Jember

Fachruzzaki, Universitas Jember

License

Copyright (c) 2024 Loso Judijanto, Muhammad Sukron Fauzi, Yudi Hendrilia, Dalimawaty Kadir, Nerru Pranuta Murnaka, Fachruzzaki

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).