A Guided Discovery Learning Model to Improve Conceptual Understanding in Learning Physic
DOI:
https://doi.org/10.37134/jpsmm.vol12.2.6.2022Keywords:
Physic, Perception, Discovery Learning, Learning Model, ConceptualAbstract
Physics, a fundamental branch of science, significantly contributes to a wide range of inventions starting to revolutionize contemporary life and has helped to describe many daily events in detail. Physics is vital for understanding the complexity of current technology and is crucial for the technical advancement of a nation. However, despite its importance, physics is the least popular science subject among students. Students appear to view physics as conceptually tricky and abstract. Utilizing a learning model to improve physics students' conceptual comprehension is possible. The guided exploration approach is a tool for teaching concepts under the supervision of a teacher. This strategy encourages students to participate actively in the development of knowledge. Aim of the study is to explore usage of the guided discovery learning model to promote conceptual comprehension among engineering science students and determine the perceptions of engineering science students regarding guided discovery learning in physics. Purposive sampling was used to choose participants for a pre-and post-testing design involving a single group. Polytechnic Sultan Idris Shah chose fifty students in the first semester of engineering science. Questionnaire and 30 multiple choice questions used to collect data. Guided Discovery learning approach proven can foster an effective learning environment and enhance students' conceptual knowledge of physics. Furthermore, the findings discovered that students responded positively to applying the guided discovery learning paradigm in physics education. The outcomes of this study provide important information regarding using this model to enhance conceptual understanding among study and overcome obstacles in physics education.
Downloads
References
Ariyanto, S. R., Lestari, I. W. P., Hasanah, S. U., Rahmah, L., & Purwanto, D. V. (2020). Problem Based Learning dan Argumentation Sebagai Solusi dalam Meningkatkan Kemampuan Berpikir Kritis Siswa SMK. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran, 6(2), 197. https://doi.org/10.33394/jk.v6i2.2522
Arya Wulandari, I. G. A. P., Sa’Dijah, C., As’Ari, A. R., & Rahardjo, S. (2018). Modified Guided Discovery Model : A conceptual Framework for Designing Learning Model Using Guided Discovery to Promote Student’s Analytical Thinking Skills. Journal of Physics: Conference Series, 1028(1). https://doi.org/10.1088/1742-6596/1028/1/012153
Baskaran, V. L., & Abdullah, N. (2022). Authentic Learning Approach in Science Education.Jurnal Pendidikan Sains Dan Matematik Malaysia,12(1), 54-64. https://doi.org/10.37134/jpsmm.vol12.1.5.2022
Bunyamin, M. A. H., Talib, C. A., Ahmad, N. J., Ibrahim, N. H., & Surif, J. (2020). Current teaching practice of physics teachers and implications for integrated STEM education. Universal Journal of Educational Research, 8(5 A), 18–28. https://doi.org/10.13189/ujer.2020.081903
Dimkpa, D. I. (2015). Teachers’ conduct in the 21st century: the need for enhancing students’ academic performance. Journal of Education and Practice, 6(35), 71–78. https://manchester.idm.oclc.org/login?url=http://search.proquest.com/docview/1773227100?accountid=12253
Edalati, M. (2016). Harmonizing Teaching Tools with Cognitive Learning Outcomes in the Teaching of Economics. International Journal of Economics and Finance, 9(1), 119. https://doi.org/10.5539/ijef.v9n1p119
Fatihatul Ulumi, D., & Rinanto, Y. (2015). Pengaruh Model Pembelajaran Guided Discovery Learning terhadap Hasil Belajar Biologi di SMA Negeri 2 Sukoharjo Tahun Pelajaran 2013/2014 The Influence of Guided Discovery Learning Model on Biology Result Study at SMA N 2 Sukoharjo Academic Year 2013/2014. 7, 68–79.
Gunawan, G., Kosim, K., Ibrahim, I., Susilawati, S., & Syukur, A. (2021). The effectiveness of physics learning tools based on discovery model with cognitive conflict approach toward student’s conceptual mastery. Journal of Physics: Conference Series, 1747(1). https://doi.org/10.1088/1742-6596/1747/1/012035
Hanafi, H. (2016). The Effect of Discovery Learning Method Application on Increasing Students’ Listening Outcome and Social Attitude. Dinamika Ilmu, 16(2), 291. https://doi.org/10.21093/di.v16i2.552
Hendrik, H., & Minarni, A. (2017). The Influence of Discovery Learning Model on Conceptual Understanding and Self-Efficacy of Students at Vocational High School. 104(Aisteel), 415–418. https://doi.org/10.2991/aisteel-17.2017.89
Karuru, P., Bundu, P., Anshari, A., & Gani, H. A. (2021). Students Perception on Physics Learning Interactions. Universal Journal of Educational Research, 9(5), 1044–1054. https://doi.org/10.13189/ujer.2021.090517
Kasmiana, Yusrizal, & Syukri, M. (2020). The application of guided discovery learning model to improve students concepts understanding. Journal of Physics: Conference Series, 1460(1). https://doi.org/10.1088/1742-6596/1460/1/012122
Kawuri, M. Y. R. T., Ishafit, I., & Fayanto, S. (2019). Efforts To Improve The Learning Activity And Learning Outcomes Of Physics Students With Using A Problem-Based Learning Model. IJIS Edu : Indonesian Journal of Integrated Science Education, 1(2). https://doi.org/10.29300/ijisedu.v1i2.1957
Koretsky, M., Keeler, J., Ivanovitch, J., & Cao, Y. (2018). The role of pedagogical tools in active learning: a case for sense-making. International Journal of STEM Education, 5(1). https://doi.org/10.1186/s40594-018-0116-5
Liu, T. (2019). Learning Difficulties in Theoretical Physics and Teaching Reform Strategies. Modern Applied Science, 13(11), 97. https://doi.org/10.5539/mas.v13n11p97
Munawaroh, A., Wilujeng, I., & Hidayatullah, Z. (2021). Physics Learning Instruction Based on the Conceptual Change Model for Senior High Schools. Proceedings of the 6th International Seminar on Science Education (ISSE 2020), 541(Isse 2020), 441–446. https://doi.org/10.2991/assehr.k.210326.063
Nik Yusuf, N. A., Abdullah, N., & Mohamed Noh, N. (2017). Scientific identity and inquiry-based teaching amongst Secondary School adolescents. Jurnal Pendidikan Sains Dan Matematik Malaysia, 7(2), 72–84. https://doi.org/10.37134/jpsmm.vol7.no2.6.2017
Nisrina, N., Gunawan, G., & Harjono, A. (2017). Pembelajaran Kooperatif dengan Media Virtual untuk Peningkatan Penguasaan Konsep Fluida Statis Siswa. Jurnal Pendidikan Fisika Dan Teknologi, 2(2), 66–72. https://doi.org/10.29303/jpft.v2i2.291
Nurhidayah, R. E. (2011). Student ’ s perceptions between expository and discovery learning.
O’Dwyer, L. M., Wang, Y., & Shields, K. A. (2015). Teaching for conceptual understanding: A cross-national comparison of the relationship between teachers’ instructional practices and student achievement in mathematics. Large-Scale Assessments in Education, 3(1). https://doi.org/10.1186/s40536-014-0011-6
Ofoghi, N., Sadeghi, A., & Babaei, M. (2016). Impact of Class Atmosphere on the Quality of Learning (QoL). Psychology, 07(13), 1645–1657. https://doi.org/10.4236/psych.2016.713156
Putri, E. (2020). the Application of Guide Discovery Learning Model in Improving Physic’S Learning Outcomes of Student in Mas Al-Washliyah Medan …. European Journal of Education Studies, 102–114. https://doi.org/10.5281/zenodo.3697178
Reddy, M. V. B., & Panacharoensawad, B. (2017). Students Problem-Solving Difficulties and Implications in Physics: An Empirical Study on Influencing Factors. Journal of Education and Practice, 8(14), 59–62.
Sagala, P. N., & Andriani, A. (2019). Development of Higher-Order Thinking Skills (HOTS) Questions of Probability Theory Subject Based on Bloom’s Taxonomy. Journal of Physics: Conference Series, 1188(1). https://doi.org/10.1088/1742-6596/1188/1/012025
Setiadi, I., & Irhasyuarna, Y. (2017). Improvement of Model Student Learning Through The Content of Solutions Guided Discovery Buffer. IOSR Journal of Research & Method in Education (IOSRJRME), 07(01), 01–09. https://doi.org/10.9790/7388-0701050109
Tai, J., Ajjawi, R., Boud, D., Dawson, P., & Panadero, E. (2018). Developing evaluative judgement : enabling students to make decisions about the quality of work Content courtesy of Springer Nature , terms of use apply . Rights reserved . Content courtesy of Springer Nature , terms of use apply . Rights reserved . 467–481.
Tampubolon, D. (2018). Students’ Perception on the Discovery Learning Strategy on Learning Reading Comprehension at the English Teaching Study Program Christian University of Indonesia. JET (Journal of English Teaching), 3(1), 43. https://doi.org/10.33541/jet.v3i1.698
Wafa, Z., & Jatmiko, B. (2022). Learning Physics with a Free Discovery Model to Improve Critical Thinking Skills of High School Students. Prisma Sains : Jurnal Pengkajian Ilmu Dan Pembelajaran Matematika Dan IPA IKIP Mataram, 10(3), 637. https://doi.org/10.33394/j-ps.v10i3.5375
Wafry Khairul Ziad, Muhammad Fadhly Ahlamie Md, N., Hatika Kaco, Fadzidah Mohd Idris, Nor Raihan Zulkefly, Siti Munirah Mohd, & Nur Hidayah Mohamad Jan. (2021). An evaluation of student’s perception towards learning physics at lower secondary school. Jurnal Pendidikan Sains Dan Matematik Malaysia, 11(Special Issue), 94–106.
Yuliani, K., & Suragih, S. (2015). The Development of Learning Devices Based Guided Discovery Model to Imrprove Understanding Concept and Critical Thinking Mathematically Ability of Students at Islamic Junor High School of Medan. Journal of Education and Practice, 6(24), 116–128. http://search.proquest.com/docview/1773215035?accountid=8330
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Geetha Subramaniam, Rasidah binti Sapri
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
