In this site is about the the continue of the previous site. it is about the completed content of an education journal.
Application
of the Discovery Learning Model to Improve Student Achievement in High School
Muhammad Imron*
SMKN
3 Buduran, Sidoarjo, Indonesia
Abstract
You can find the abstract here !!!
INTRODUCTION
The
students’ of Vocational School 3 Buduran Sidoarjo in class XII Ship Interior especially
about the work of Interior ship materials shows the average value of students are
under the Minimum Criteria of Mastery learning that has been set. This shows that
students’ mastery concepts in the material of ship interior work is still low.
Imron, a teacher of 2016/2017 school years, there are some reasons that cause a
lack of mastery of concepts by students, because on the Interior Work material there
are many concepts require analysis up to the appropriate methods are
needed so students can easier to
understand the material that have been learnt during teaching learning process.
For about 29 of 32 students of ship interior 2016/2017 academic year students had
difficulty in understanding the concept of the basic ship’s construction, and
ship wall construction materials, especially on the ships made from composites.
In
the previous learning period, the model that had been applied in the learning
process was an expository plus question and answer model with peer tutors.
However, the results are still less than expected. Then the ship's interior
instructor / teacher tries to innovate the way of learning that used so it
becomes a better learning achievement and slightly changes to apply it using
the Discovery Learning model (Halim 2015). When the model that is applied
suitable to use in learning, students study the material of the Ship Interior
work can understand easily (Firiana 2019).
This
topic is very interesting to be examined and studied more deeply, so the author
in this study take the title “Strategy of Improving Student Achievement in
Material Work for Ship Interior with the Discovery Learning Model in class XII Ship
Interior in SMK 3 Buduran in 2016/2016 Academic year. After had been formulated,
author has a goal as follows: 1). Improving students’ learning strategies in
improving students’ achievement in the class XII Interior Ship Vocational
School 3 Buduran academic year 2016/2017, 2). Knowing the effect of the Discovery
Learning model in improving student achievement in the class XII Interior Ship
of SMK Negeri 3 Buduran academic year 2016/17.
METHOD
This
research is action research, because research is conducted to solve learning
problems in the class. This research also includes descriptive research,
because it illustrates how a learning technique is applied and how the desired
results can be achieved (Auntunto 2001).
In
this action research uses a form of collaborative research with teachers in the
field of study, and in the teaching and learning process in class that acts as
a teacher is a field of study teacher while researchers act as observers, the
full responsibility of action research is the observer (researcher).
In
this study, the researcher collaborated with teachers in the field of study,
the presence of researcher as observer notified to students. Through this
method, it is expected that there will be cooperation from all students and can
get as objective data as possible for the validity of the data needed. This
research is located at SMK Negeri 3 Buduran. The research was conducted in July-September,
and September-December odd semester 2016/2017 academic year. The
In
accordance with the type of research chosen, namely action research, this study
uses an action research model from Kemmis and Taggart that is described by
Arikunta (2002), which is in the form of a spiral from one cycle to the next.
Each cycle includes a planning, action, observation, and reflection. The next
step in the cycle is revised planning, action, observation and reflection.
Before entering cycle 1, a preliminary action is taken in the form of
identifying the problem
Observation
was divided into two rounds, namely rounds 1 and 2, where each round was
subjected to the same treatment (same flow of activities) and discussed one
subject that was ended with a formative test at the end of each round. Created
in two rounds intended to improve the teaching system that has been
implemented.
The
instruments that is used in this study consisted of: 1). Syllabus, which is a
set of plans and arrangements regarding learning activities for classroom
management, and assessment of learning outcomes. 2). Lesson Plan. which is a
learning tool used as a teacher's guide in teaching and compiled for each
round. Each Learning Plan contains basic competencies, indicators of
achievement of learning outcomes, specific learning objectives, and teaching
and learning activities. 3). Student Activity Glue bar, Student activity sheet
includes the stages of student learning process accompanied by student
worksheets arranged in a structured manner so that students master the concepts
in stages and in a structured manner. 4). The Observation Sheet of Teaching and
Learning Activities includes: Observation sheet of learning processing to
observe the ability of teachers to manage learning, and Observation Sheet of
student and teacher activities, to observe the activities of teacher and students during the learning process. 5).
Learning outcomes test, this test is arranged based on the learning objectives
to be achieved, used to measure the ability of understanding the concept of the
ship's interior work material. This learning achievement test is given at the
end of each round. The form of the problem given is an essay question.
Data
collected in this study are: 1). Student learning outcomes data is the overall
answer of daily repetition questions, including the ability to answer questions
correctly and competencies as measured through assessment. 2). Student activity
data collected by observation sheets.
To
find out the effectiveness of a method in learning activities, data analysis is
needed. This research uses a qualitative descriptive analysis technique, which
is a research method that depicts the facts in accordance with the data
obtained with the aim to find out the learning achievements achieved as well as
to obtain student responses to learning activities and student activities
during the learning process.
To
analyze the level of success or percentage of student success after the
teaching and learning process each round is done by giving evaluations in the
form of written test questions at the end of each round. This analysis is
calculated using simple statistics, namely: assessing tests or formative tests
and mastery learning.
RESULTS AND DISCUSSION
Research
data obtained in the form of observations of student and teacher activities at
the end of learning, and student test data for each cycle. The observation
sheet data is the observation sheet, namely the observation of learning
management by using the Discovery learning
model that is used to determine the effect of learning application by
increasing learning achievement. Formative test data to find out the increase
in student learning achievement after learning is applied using the discovery
learning model
Planning
Phase, Activities carried out by researchers and collaborators at this stage
are: 1). Arranging lesson plan material for internal work of ships. 2). Make a
sheet of observation of student activities during the learning process. 3).
Compile test questions and student answer sheets with rotational dynamics
material. 4). Arranging assessments and communicating to students. Give
direction to the collaborator teacher as a participant in observing student
activity in learning activities. 6). In the discussion, the teacher provides
reinforcement and inference material.
Implementation
Stage, in each cycle there are two meetings, the first meeting is conducted
learning with the basic construction material of the ship while the second
meeting is conducted a test of learning outcomes. In the learning phase the
initial activity is initiated by the teacher opening the learning course by
conveying the competencies to be learned, conveying the learning objectives,
conveying the assessment that will be used during learning.
In
the core activities of the teacher shows events that stimulate students to ask
questions, then provide opportunities for students to ask questions. Then
students are given the opportunity to explore information related to events
shown by the teacher in groups. After the information gathering stage to get
the understanding of the concepts learned students are given the opportunity to
solve the problem with the worksheets provided. At this stage students can
apply concepts that already understood to the given problem. Then the teacher
gives students the opportunity to publish their group discussion results.
In
the closing activity the teacher guides the students together to conclude the
material being studied, then the teacher gives feedback to students to find out
the students' understanding through the questions the teacher gives to the
students.
[Figure
1 about here.]
In
Figure 1 it appears that the Recapitulation of the results of the achievement
of the implementation of learning the work of the Interior of the Ship with the
method of learningveryvery is on the first cycle the number of students who
have completed is 15 students (42.31%). The activeness of students is 46.15%
active and 53.85% passive. Whereas in the second cycle, the total number of
students was 27 students (88.46%). While the activeness of students is 84.62%
active and 15.38% passive
The
researcher applies the steps of learning by referring to the modern learning
theory of learning-ing. By referring to the correct learning theory in this
research, the learning model of Ciscovery Learning has been able to improve
student learning outcomes at each cycle as conducted by Rahmayani (2019).
This
learning model has been able to enable teachers and students to interact during
the learning process. Students are also given motivation to be more active, so
that it will have an impact on better learning outcomes. In the first cycle,
student learning outcomes and activeness in the incomplete category and passive
students. This can occur because students do not understand the material and
learning patterns introduced by the teacher.
Learning
patterns that have so far only been oriented towards achieving good learning
outcomes, so I do not actively involve students. Students are accustomed to
listening to explanations from the teacher, taking notes about the material
presented, and reading books. These findings are in line with what was stated
by Hamalik (2002) which states that students prefer to learn if they take an
active part in the practice / practice to achieve teaching objectives. Active practice
means students work on their own, do activities, not listen to lectures and
take notes.
In
the second cycle, student learning outcomes and activeness in the complete
category and active students. These results indicate an increase in students of
interiorkapal work material. In this cycle, learning activities are better
studied from both teachers and students. The teacher tries to be more active in
learning activities, so students also become more active. This is consistent
with the results of observations on student activities, where most students are
already classified as active students. Students have dared to ask, answer and
explain the answers of the questions given. Thus it can be said that the
learning model of discov-ery learning can improve student learning outcomes in
ship interior work. In addition, the teacher's ability to teach will be skilled
and develop better as revealed by Fadilah (2018).
For
students who have shown increased activity in the classroom, the teacher gives
an award in the form of appreciation as a form of appreciation to students as didetyawati
(2018). However, in the learning outcomes still found 2 students who have not
passed the KKM. This can be caused by limitations in the ability of these
students. Even though the KKM score has not yet been reached, the average
student score is not far from the boundaries of the student's completeness
criteria. With an increase in results in the second cycle, the researcher
decides to stop or not continue the learning activities to the next cycle.
CONCLUSION
From
the results of the learning activities that have been carried out throughout
all cycles and based on all the discussions and analyzes that have been carried
out it can be concluded as follows: 1). Learning with modern teaching learning
models has a positive impact on improving student learning achievement which is
marked by an increase in student learning completeness in each meeting.
THANK-YOU NOTE
We
thank all parties who have provided their support so that this article can be
resolved.
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Conflict
of Interest Statement:The author declare that the research was conductedin the
absence of any commercial or financial relationships that could be construedas
a potential conflict of interest.
Copyright
© 2020 Imron. This is an open-access article distributed under the terms
oftheCreative Commons Attribution License (CC BY). The use, distribution or
repro-duction in other forums is permitted, provided the original author(s) and
the copy-right owner(s) are credited and that the original publication in this
journal is cited, inaccordance with accepted academic practice. No use,
distribution or reproduction ispermitted which does not comply with these
terms.128February 2020jVolume 9jIssue 1
the source of this translated jurnal, author took from internet !!!
