tugas approach1

7/17/2019 tugas approach1

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a. TittleEforts to Increase Activity and Student Results on Vibration Using Guided

Discovery Learning Model in lass VIII SM! "egeri # Tana$ !ino$.b. %ac&ground

one o' t$e goals o' national education in La( "o. )* o' )**+ is to develo,

t$e ,otential o' learners. In addition- t$e )*#+ curriculu students arealso re/uired to $ave co,etencies as active be$avior in learning-

understand and a,,ly &no(ledge based on curiosity about science. To

easure t$e ac$ieveent o' ob0ectives and co,etencies can be seen in

t$e learning ,rocess and t$e learning outcoes o' students t$roug$

evaluation activities.1o(ever- in reality t$ere are any students ($o are not active in t$e

teac$ing and learning results obtained are still very lo(- es,ecially in

learning ,$ysics. Data observation results s$o( students are still any

($o are not active in t$e learning ,rocess and data results 'or students at

0unior $ig$ !ino$ s,eci2cally Soil ,$ysics class is still very lo(. In ,$ysicslearning- students are re/uired to ore actively see& t$eir o(n &no(ledge.

T$us- t$e students (ill 'or $is o(n &no(ledge and a&e student learning

becoes ore eaning'ul.3or t$at- (e need an efort to en$ance t$e activity and student learning

outcoes t$roug$ a learning a,,roac$ t$at is able to bring c$ange 'or t$e

better. Guided Discovery Learning Model is a odel student4centered

learning. In t$is odel- students are given t$e tas& o' 2nding t$eir o(n

&no(ledge so t$at students becoe ore active. In addition- t$is odel

(ill also be able to i,rove students5 s&ills in s$a,ing &no(ledge t$roug$

a series o' stages o' activity in order to learn to be ore eaning'ul.

c. !roble T$e ,roble in t$is researc$ in general is Does learning using odels

Guided Discovery Learning can en$ance t$e activity and results o' class

VIII student o' SM!" # Tana$ !ino$ in learning ,$ysics67. T$e ,robles in

t$is study are 8#. 9$at is t$e ,ro2le o' students in t$e aterial conce,tion o' vibrations

in class VIII SM! "egeri # Tana$ !ino$6). Does t$e learning using odels Guided Discovery Learning can

i,rove students5 learning activeness o' Vibration in class VIII SM!

"egeri # Tana$ !ino$ in learning ,$ysics6

+. Does t$e learning using odels Guided Discovery Learning cani,rove student learning outcoes o' Vibration in class VIII SM! "egeri

# Tana$ !ino$ in learning ,$ysics6:. 9$at are t$e advantages and constraints ;di<culty= t$e a,,lication o'

learning using odels Guided Discovery Learning in class VIII SM!

"egeri # Land !ino$ in learning ,$ysics6In solving t$e ,roble- t$e researc$ers used a odel act Guided

Discovery.Learning in learning. T$e study (as conducted in t(o cycles. Insists on

t$e i,leentation o' t$e 2rst cycle o' learning t$at 'ocuses on

students5 learning activeness. T$e second cycle 'ul2lled e,$asis on

learning t$at 'ocuses on student learning outcoes.d. Riset ,lanning



t$is study ais to deterine8#. T$e ,rocess o' learning is a,,lied to t$e odel Guided Discovery

Learning (it$ t$e ai o' increasing t$e activity and student learning

outcoes about Vibrations in class VIII SM! "egeri # Land !ino$.). Increased activity and student learning outcoes about Vibrations

in class VIII SM! "egeri # Land !ino$.e. Riset bene2t

#. T$eoretical %ene2tsan be used as a re'erence 'or 'uture researc$ on t$e sub0ect atter

($ic$ is alost t$e sae.). !ractical %ene2ts4 3or Teac$ers!rovide in'oration about learning odel t$at corres,onds to ,$ysics.!rovide in'oration about efective odel to en$ance t$e activity and

student learning outcoes.4 3or Students

En$ance t$e activity and student learning outcoes.'. Reader Revie(#. Descri,tion T$eoryStudents activeness8 In >%%I- liveliness coes 'ro t$e (ord eaning

active enter,rising. Students are said to be active i' t$ey $ave be$avioral

traits suc$ as8 o'ten as& t$e teac$er or ot$er students- (ould (or& on t$e

assignent o' teac$ers- able to ans(er /uestions- $a,,y to be given t$e

tas& o' learning- and so 'ort$.Learning ?utcoes8 Is student learning outcoes in t$e 'or o' grades @

scores ($ic$ include learning outcoes o' cognitive- ,syc$ootor- and

attitude. T$e results obtained t$roug$ evaluation o' suc$ tests and

observation s$eet.Guided Discovery Learning Model Learning ;Learning Invention=Guided Discovery Learning odel o' learning is learning odel t$at

e,$asies t$e discovery o' t$e conce,t or ,rinci,le t$at (ere ,reviously

un&no(n to t$e students. %asically- t$is odel is not uc$ diferent 'ro

learning odel !roble %ased Learning and In/uiry ($ere students are

'aced (it$ a ,roble ,osed by t$e teac$er. 1o(ever- in learning Guided

Discovery Learning ,robles ,osed soe sort o' engineered teac$ers.in lessons- teac$ers act as entors ($ere teac$ers can direct and guide

t$e learning activities o' students in accordance (it$ t$e ,ur,ose.

Students are guided to ,lay an active role in t$e learning ,rocess. In

addition- students are re/uired to underta&e a range o' activities to collect

in'oration- co,are- categorie- analye- integrate- reorganie t$e

aterial and a&e conclusions. T$is leads to learning 'ro teac$er4

oriented to student oriented. Ste,4by4ste, learning odel Guided

Discovery Learning is as 'ollo(s.

#= !lanning!lanning on t$is odel include8 ;#= Deterine t$e learning ob0ectivesB ;)=

To identi'y t$e c$aracteristics o' t$e learner ;,rior &no(ledge- interests-

learning styles- and so on=B ;+= Selecting t$e sub0ect atterB ;:= Deterine

t$e to,ics to be studied inductively learners ;o' eCa,les o' generaliation=B ;= Develo, learning aterials in t$e 'or o' eCa,les-



illustrations- tas&s and so on to learn learnersB ;= Set t$e to,ics o' t$e

lessons 'ro t$e si,le to t$e co,leC- 'ro t$e concrete to t$e abstract-

or on t$e stage ena&ti'- iconic to sybolicB ;F= onducting assessent

,rocess and t$e learning outcoes o' students.

)= I,leentationIn t$e i,leentation o' t$e et$od o' Guided Discovery Learning in t$e

classroo- t$ere are several ste,s t$at ust be done- naely8 ;#=

Stiulation ;stiulation @ stiulation A(ard=B ;)= !roble stateent

;stateent @ identi2cation o' ,robles=B ;+= Data collection ;data

collection=B ;:= Data ,rocessing ;data ,rocessing=B ;= Veri2cation ;,roo'=B

;= generaliation ;dra( conclusions @ generaliations= ;S$a$8 )**:=.

Learning T$eory Invention %runer T$e learning odel is based on t$e t$eory t$at learning %runer discovery

learning t$eory. According to %runer- t$e learning ,rocess (ill go (ell i' t$eteac$er gives students t$e c$ance to 2nd a conce,t- ,rinci,les- t$eories-

rules- or understanding o' t$e eCa,les in everyday li'e. %runer is ore

concerned (it$ t$e active role o' students in learning. Students are

encouraged to be inde,endent- actively involved in ,roble solving and

discovery learning. %runer discovery learning t$eory is one o' a,,lied

cognitive learning t$eory. According to %runer ,erson5s cognitive

develo,ent can be en$anced by ,re,aring and ,resenting t$e sub0ect

atter in accordance (it$ t$e stage o' develo,ent o' t$e ,erson.

). T$e relevant researc$ studiesSoe relevant researc$ results related to t$is study are as 'ollo(s.a. Researc$ conducted in )**#: Su,riyanto entitled I,leentation o'

Guided Discovery Learning to I,rove Learning ?utcoes Student lass

VI % !o&o Mat$eatics Sub0ects !erieter and Area Discussion ircle in

t$e District *) 9etan SD" Di&e Eban&ent eber. T$e results s$o(ed

t$at t$e learning using t$e Guided Discovery Learning efectively to

i,rove student learning outcoes.b. Searc$ ttg students5 learning activeness odel o' discovery learning.

g. !lans and !rocedures Researc$

Do t$e ,re,arations ,rior to t$e researc$ carried out includes activitiesa&e learning scenario- ,re,are instructional edia- and ot$er learning

instruents suc$ as students5 (or&s$eets.

Researc$ (ill be conducted in SM! "egeri # Land !ino$. T$e sub0ects (ere

students o' class VIII SM! "egeri # Land !ino$. 3actors studied (ere t$e

i,leentation o' Guided Discovery Learning odel a,,lication on t$e

aterial vibrations to en$ance t$e activity and student learning outcoes.

T$is researc$ is a classroo action researc$ conducted in t(o cycles. Eac$

cycle consisting o' t$e stages o' ,lanning- i,leentation- observation-

and reHection. ?ne cycle consists o' seven eetings. T$e learningob0ective is t$e i,leentation o' t$e 2rst cycle o' learning t$at 'ocuses



on student activity. 9$ile learning ob0ectives in t$e second cycle is t$e

i,leentation o' learning t$at 'ocuses on student learning outcoes

Aspek keaktifan diperoleh melalui lembar observasi sikap disetiap pembelajaran.

Hasil belajar kognitif diperoleh dari tes tertulis pilihan ganda disetiap akhir siklus, dan

hasil belajar psikomotorik diperoleh melalui lembar observasi kinerja siswa disetiap

pembelajaran. Metode analisis data yang digunakan adalah analisis hasil tes tertulis

siswa, analisis lembar observasi, serta uji signifikan data hasil belajar siswa. Penelitian

ini dikatakan berhasil apabila siswa memiliki skor keaktifan rata-rata 7 dalam

pembelajaran. !ntuk aspek pengetahuan, dikatakan berhasil apabila siswa sekurang-

kurangnya 7" men#apai skor 7.

$iklus % and %% &

. Planning& prepare media, materials, and instruments of learning '()$ and *bservation

$heet+

b. %mplementation& implement learning a#tivities during the seven meetings ea#h #y#le

'y#le %& in#rease student a#tivity, y#le %%& improving student learning out#omes+

#. *bservations& in#ludes the observation during the ee#ution took pla#e. ata #olle#ted

on this observation stage.

d. /efle#tion& in#ludes a#tivities to pro#ess and analy0e data on the implementation of

the a#tion and see if the fo#us of the first phase goal has been rea#hed. %f not yet rea#hed

#ondu#ted remedial a#tivities.

tugas approach1

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