Improving Science Learning Outcomes through an Environment-Based Discovery Learning Model
DOI:
https://doi.org/10.62945/ijesh.v2i3.844Keywords:
Discovery Learning Model, Environment-Based Learning, Learning OutcomesAbstract
This study aims to (1) describe teacher activities, (2) describe student activities, and (3) analyze student learning outcomes through the implementation of an environment-based Discovery Learning model. This research is a Classroom Action Research (CAR) conducted in two cycles, involving 34 fifth-grade students as research subjects. Data collection techniques included observation and tests, with instruments in the form of observation sheets for teacher and student activities and learning outcome evaluation questions. The results showed an increase in teacher activity from 76.56% (good category) in Cycle I to 91.40% (very good category) in Cycle II. Student activity also increased from 75.78% (good category) in Cycle I to 90.62% (very good category) in Cycle II. In addition, student learning outcomes improved from 58.82% (not yet complete) in Cycle I to 91.17% (complete) in Cycle II. Thus, the implementation of the environment-based Discovery Learning model was able to create an active, enjoyable, and meaningful learning atmosphere. It can be concluded that the environment-based Discovery Learning model is effective in improving student activities and learning outcomes of fifth-grade students in the IPAS subject at MIN 31 Aceh Utara.
Downloads
References
Ausubel, D. P. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31(1), 21–32.
Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA Press.
Chi, M. T. H. (2009). Active‐constructive‐interactive: A conceptual framework for differentiating learning activities. Topics in Cognitive Science, 1(1), 73–105. https://doi.org/10.1111/j.1756-8765.2008.01005.x
Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Darling-Hammond, L. (2017). Empowered educators: How high-performing systems shape teaching quality around the world. Jossey-Bass.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Harlen, W. (2010). Principles and big ideas of science education. Association for Science Education.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark. Educational Psychologist, 42(2), 99–107. https://doi.org/10.1080/00461520701263368
Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press.
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? American Psychologist, 59(1), 14–19. https://doi.org/10.1037/0003-066X.59.1.14
Palmer, J. A. (1998). Environmental education in the 21st century: Theory, practice, progress and promise. Routledge.
Piaget, J. (1970). Science of education and the psychology of the child. Orion Press.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Sanjaya, W. (2016). Strategi pembelajaran berorientasi standar proses pendidikan. Kencana.
Slavin, R. E. (2018). Educational psychology: Theory and practice (12th ed.). Pearson.
Stringer, E. T. (2014). Action research (4th ed.). SAGE Publications.
Tilbury, D. (1995). Environmental education for sustainability: Defining the new focus of environmental education in the 1990s. Environmental Education Research, 1(2), 195–212. https://doi.org/10.1080/1350462950010206
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Downloads
Published
How to Cite
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
