Journal

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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.

REFERENCES

Arikunta,S.(2002). ProsedurPenelitianSuatuPendekatanPraktek(Jakarta:RineksaCipta).

Arikunto, S. (2001). Dasar-Dasar Evaluasi Pendidikan.Jakarta: Bumi Aksara.Fadilah, R. (2018).  PENERAPAN MODEL PEMBELAJARAN KOOPERATIFTIPE TALKING CHIPS UNTUK MENINGKATKAN HASIL BELAJAR SISWAPADA MATA PELAJARAN PAI.Atthulab3.

Fitriana (2019).  Penerapan Model Discovery Learning pada Pembelajaran IPAMateri Tekanan untuk Meningkatkan Hasil Belajar Siswa Fitriana Fitriana.Jur-nal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pen-didikan, Pengajaran dan Pembelajaran.

Halim,S.(2015). PENERAPANMODELPEMBELAJARANDISCOVERYLEARN-ING MELALUI PAKEM UNTUK MENINGKATKAN HASIL BELAJAR SISWASISWA KELAS IV MIN MEDAN.ELEMENTARY SCHOOL JOURNAL.

Hamalik, O. (2002).  Psikologi Belajar dan Mengajar (Bandung: Remaja Ros-dakarya).

Rahmayani (2019).  Pengaruh Model Pembelajaran Discovery Learning denganMenggunakan Media Video Terhadap Hasil Belajar Siswa.Jurnal Pendidikan,Teori dan Praktik4.

Setyawati, E. (2018). Upaya Peningkatan Hasil Belajar IPA Melalui Model Pembe-lajaran Discovery Learning Pada Peserta DidikUpaya Peningkatan Hasil Bela-jar IPA Melalui Model Pembelajaran Discovery Learning Pada Peserta Didik.Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan3. doi: 10.17977/um027v3i12018p050.

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

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