Discovery Learning untuk Meningkatkan Kuantitas dan Kualitas Pertanyaan dan Pernyataan Siswa SMA pada Pembelajaran Biologi
DOI:
https://doi.org/10.26555/bioedukatika.v5i1.5440Keywords:
pertanyaan, pernyataan, discovery learningAbstract
Penelitian bertujuan meningkatkan kuantitas dan kualitas pertanyaan dan pernyataan siswa melalui penerapan discovery learning pada pembelajaran biologi SMA. Penelititan dilakukan selama 3 siklus, dengan subjek penelitian adalah 28 siswa kelas XI IPS 1 SMA Negeri 5 Surakarta. Data diperoleh dari observasi proses pembelajaran, wawancara, dan dokumentasi. Validasi data menggunakan teknik triangulasi. Teknik analisis data menggunakan analisis kualitatif. Analisa pertanyaan dan pernyataan menggunakan rubrik Taksonomi Bloom terevisi. Hasil penelitian menunjukkan terjadi peningkatan kuantitas dan kualitas pertanyaan dan pernyataan siswa pada pembelajaran biologi dengan penerapan discovery learning. Peningkatan kuantitas merupakan pertambahan jumlah pertanyaan dan pernyataan dari baseline sebanyak 65 pertanyaan dan 157 pernyataan. Masing-masing siklus ditunjukkan dengan pertambahan pertanyaan dan pernyataan dari baseline yang diperoleh dari hasil observasi sebanyak 29 pertanyaan dan 56 pernyataan menjadi 84 pertanyaan dan 213 pernyataan di siklus 1, 88 pertanyaan dan 157 pernyataan di siklus 2, serta 94 pertanyaan dan 208 pernyataan di siklus 3. Peningkatan kualitas merupakan pertambahan tingkat kognitif yang ditunjukkan dengan pergeseran proses berpikir dari C2 menjadi C5, serta pergeseran dimensi faktual menjadi dimensi pengetahuan di siklus 1, siklus 2, dan siklus 3. Kesimpulan dari penelitian adalah penerapan model discovery learning mampu meningkatkan kuantitas dan kualitas pertanyaan dan pernyataan siswa SMA pada pembelajaran biologi.References
Alfieri, L., Aldrich, N. J., Brooks, P. J., & Tenenbaum, H. R. (2011). Does discoverybased learning enhance instruction? of Educational Psychology , 103 (1), 1-18.
Almeida, P. A. (2011). Critical Thinking, Questioning and Creativity as Components of Intelligence. Social and Behavioral Sciences. 30, pp. 357-362. Aveiro, Portugal: Elsevier Ltd
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., et al. (2001). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen. Yogyakarta: Pustaka Pelajar.
Barnett, J. E., & Francis, A. L. (2012). Using Higher Order Thinking Questions to Foster Critical Thinking: A Classroom Study. of Experimental Educational Psychology , 32 (2), 201-211.
Blackwell, W. (2015). Discovery Based Learning in the Life Science Kathleen M. Susman. New Jersey: Hoboken.
Chin, C. (2004). Students' questions: Fostering a Culture of Inquisitiveness in Science Classroom. School Science Review , 86 (314), 107-112.
Chin, C., & Osborne, J. (2010). Students Questions and Discursive Interaction: Their Impact on Argumentation During Collaborative Group Discussions in Science. of Research in Science Teaching , 47(7), 883-908.
Cho, Y. H., Lee, S. Y., Jeong, D. W., Im, S. J., Choi, E. J., Lee, S. H., et al. (2012). Analysis of Questioning Technique During Classes in Medical Education. BMC Medical Education , pp. 1-7.
Clough, M. P. (Ed.). (2007). What is So Important About Asking Questions? Iowa Science Teachers , 34 (1).
Marin, L. M., & Halpern, D. F. (2011). Pedagogy for Developing Critical Thinking in Adolescents: Explicit Instruction Produces Greatest Gains. Thinking Skills and Creativity , 6, 1-13.
Mayer, R. E. (2009, August 26). Clickers in college classrooms: Fostering learning with questioning methods in large lecture classes. Contemporary Educational Psychology , 34, pp. 51-57
Mercier, H., & Sperber, D. (2011). Why Do Humans Reason? Arguments for an Argumentative Theory. Behavioral and Brain Sciences , 34 (2), 57-111.
Dwyer, C. P., Hogan, M. J., & Stewart, I. (2012). An Evaluation of Argument Mapping as A Method of Enhancing Critical Thinking Performance in E-learning Environments. Metacognitive Learning , 7, 219-244.
Jean, C. M., Carron, T., & Pernelle, &. P. (2012). Observe And React: Interactive Indicators for Monitoring Pedagogical Sessions. Int. J. Learning Technology , 7 (3), 277-296.
Kunsting, J., Kempf, J., & Wirth, J. (2013). Enhancing Scientific Discovery Learning Through Metacognitive Support. Contemporary Educational Psychology , 38, 349-360.
Kwan, Y. W., & Wong, A. F. (2015). Effects of The Constructivist Learning Environment on Students Critical Thinking Ability: Cognitive and Motivational Variables as Mediator. International of Educational Research , 70, 68-79.
Pintrich, P. R. (2002). The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing. College of Education, The Ohio State University , 41 (4).
Rahmawati, A. N., Widoretno, S., Suciati, Sajidan, & Ariyanto, J. (2015). Peningkatan Kuantitas dan Kualitas Pertanyaan Peserta Didik melalui Penerapan Discovery Learning pada Pembelajaran di Kelas XI MIPA 4 SMA N 7 Surakarta.
Rodzalana, S. A., & Saat, M. M. (2015). The Perception of Critical Thinking and Problem Solving Skill Among Malaysian Undergraduate Students. Social and Behavioral Sciences. 172, pp. 725-732. Kuala Lumpur: Elsevier.
Rustaman, N. (2007). Ilmu dan Aplikasi Pendidikan. Bandung: PT. Imperial Bakti Utama.
Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st Century Skills : Lesson from The Learning Science. Asia Society Partnership for Global Learning: RAND Corporation.
Sarabeth, W. (2013). The Effects Of Brainscapes Confidence-Based Repition On Two. Masters Project, Fredonia, New York.
Sim, L. L. (2013). An inquiry of Teachers Perception on The Relationship Between Higher Order Thinking Nurturing and Liberal Studies Public Assessment in Hong Kong. Hong Kong Teachers Centre , 12, 183-215.
Thomas, R., Dougherty, M. R., & Buttaccio, D. R. (2014). Memory Constraints on Hypothesis Generation and Decision Making. Current Directions in Psychological , 23 (4), 264-270.
Veermans, K. (2002 ). Intelligent Support for Discovery Learning. Enschede, The Netherlands: Twente University Press.
Williams, J. J., & Lombrozo, T. (2010). The Role of Explanation in Discovery and Generalization: Evidence From Category Learning. Cognitive Science A Multidisciplinary , 34, 776-806
Downloads
Published
Issue
Section
License
Authors who publish with Jurnal Bioedukatika agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
