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Astra, I. M., & Wahidah, R. S. (2017). Peningkatan Keterampilan Proses Sains Siswa Melalui Model Guided Discovery Learning Kelas XI MIPA pada Materi Suhu dan Kalor. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 181–190.
Atmaji, R. D., & Maryani, I. (2018). Pengembangan E-Modul Berbasis Literasi Sains. Fundamental Pendidikan Dasar, 1(1), 28–34.
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1–16.
Christensen, M. (2020). Scientific Literacy and the Literacies of Science. Practical Literacy, 25(2), 33–36.
Chuntala, A. D. W. (2019). Scientific approach in 21st century learning in Indonesian language learning vocational school of pharmacy. International Journal of Active Learning, 4(2), 71–77.
Destrini, H., Nirwana, N., & Sakti, I. (2018). Penerapan Model Pembelajaran Penemuan Terbimbing (Guided Discovery Learning) untuk Meningkatkan Hasil Belajar dan Keterampilan Proses Sains Siswa. Jurnal Kumparan Fisika, 1(1), 13–21.
Dewi, V. P., Doyan, A., & Soeprianto, H. (2017). Pengaruh Model Penemuan Terbimbing Terhadap Keterampilan Proses Sains Ditinjau dari Sikap Ilmiah pada Pembelajaran IPA. Jurnal Penelitian Pendidikan IPA, 3(1), 60–67.
Engels, M., Miller, B., Squires, A., Jennewein, J., & Eitel, K. (2017). The Confluence Approach: Developing Scientific Literacy through Project-Based Learning and Place-Based Education in the Context of NGSS. Electronic Journal of Science Education, 23(3), 33–58.
Fransiska, L., Subagia, I. W., & Sarini, P. (2018). Pengaruh Model Pembelajaran Guided Discovery Terhadap Keterampilan Proses Sains Siswa SMP Negeri 3 Sukasada. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 1(2), 68–79.
Gajjar, N. (2013). The Role of Technology in 21st Century Education. International Journal for Research in Education, 2(2), 23–25.
Großmann, N., & Wilde, M. (2019). Experimentation in Biology Lessons: Guided Discovery Through Incremental Scaffolds. International Journal of Science Education, 41(6), 759–781.
Hake, R. R. (1999). Analyzing Change/Gain Scores. Woodland Hills: Dept. of. Physics, Indiana University.
Hamidah, N., & Haryani, S. (2018). Efektivitas Lembar Kerja Peserta Didik Berbasis Inkuiri Terbimbing untuk Meningkatkan Hasil Belajar Siswa. Jurnal Inovasi Pendidikan Kimia, 12(2), 2212–2223.
Haryani, S., Wardani, S., Supardi, K. I., & Prasetya, A. T. (2019). The Analysis of Teacher’s Ability in Create Lesson Plans and Student Worksheet. Journal of Physics: Conference Series, 1321(1), 1–8.
Herlily, V., Anhar, A., Ahda, Y., & Sumarmin, R. (2018). Application of Learning Model Learning Guided Discovery with Scientific Approach to Enhance Learning Competency Science Seventh Grade Students. International Journal of Progressive Sciences and Technologies, 6(2), 499–505.
Khasanah, N., Dwiastuti, S., & Nurmiyati. (2016). Pengaruh Model Guided Discovery Learning Terhadap Literasi Sains Ditinjau dari Kecerdasan Naturalis. Proceeding Biology Education Conference, 13(1), 346–351.
Lestari, T. P., Sarwi, & Sumarti, S. S. (2018). STEM-Based Project Based Learning Model to Increase Science Process and Creative Thinking Skills of 5th Grade. Journal of Primary Education, 7(1), 18–24.
Marantika, A. A., Sarwi, Ellianawati, Anggraini, T., Perwitasari, A. D., & Prabowo, H. T. (2018). The Profile of Concept Mastery and Scientific Literacy Skills for Senior High School Students in Force Theme. Advances in Social Science, Education and Humanities Research (ASSEHR), 247(1), 59–64.
Martaida, T., Bukit, N., & Ginting, E. M. (2017). The Effect of Discovery Learning Model on Student’s Critical Thinking and Cognitive Ability in Junior High School. IOSR Journal of Research & Method in Education, 7(6), 1–8.
Merta, I. W., Artayasa, I. P., Kusmiyati, K., Lestari, N., & Setiadi, D. (2020). Profil Literasi Sains dan Model Pembelajaran dapat Meningkatkan Kemampuan Literasi Sains. Jurnal Pijar MIPA, 15(3), 224–228.
Monaghan-Geernaert, P. (2019). Flipping the Classroom to Teach the Evaluation of Research Articles and the Development of Scientific Literacy. Journal of Instructional Research, 8(1), 62–70.
Nisa, E. N., Rusilowati, A., & Wardani, S. (2019). The Analysis of Student Science Literacy in Terms of Interpersonal Intelligence. Journal of Primary Education, 8(2), 161–168.
Pamungkas, D. E., & Sukarman. (2020). Transformasi Dunia Pendidikan di Sekolah Dasar Dalam Masa Pandemi Covid-19. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 6(3), 1–9.
Puspitasari, V., Wiyanto, & Masturi. (2018). Implementasi Model Guided Discovery Learning Disertai LKS Multirepresentasi Berbasis Pemecahan Masalah untuk Meningkatkan Pemahaman Konsep Siswa. In Unnes Physics Education Journal, 7(3), 18–27.
Prasetyo, T., & Fitri, A. M. (2018). Pengaruh Pendekatan Ilmiah Memadukan Pembelajaran Penemuan Terbimbing Terhadap Rasa Ingin Tahu Siswa. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 5(1), 15–28.
Putri, R. M. M., & Wasis. (2016). Penerapan Pembelajaran Model Guided Discovery untuk Melatihkan Literasi Sains. Jurnal Inovasi Pendidikan Fisika (JIPF), 5(3), 249–254.
Sarwi, Alim, Fathonah, S., & Subali, B. (2020). The Analysis of Ethnoscience-Based Science Literacy and Character Development Using Guided Inquiry Model. Journal of Physics: Conference Series, 1567(2), 1–6.
Sarwi, Ellianawati, E., & Suliyanah. (2019). Grounding physics and its learning for building global wisdom in the 21st century. Journal of Physics: Conference Series, 1171(1), 1–6.
Sarwi, Hidayah, N., & Yulianto, A. (2019). Guided inquiry learning model to improve the conceptual understanding and scientific work skills of high school students in Central Java. Journal of Physics: Conference Series, 1170(1).
Seprianto, S. (2020). Hubungan Pemahaman Konsep Dasar Kimia dengan Kemampuan Literasi Sains Mahasiswa. Katalis Jurnal Penelitian Kimia Dan Pendidikan Kimia, 3(1), 17–23.
Suciarsy. (2018). Model Pembelajaran Guided Discovery untuk Meningkatkan Hasil Belajar dan Sikap Ilmiah Peserta Didik pada Mata Pelajaran Fisika Kelas XI. Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar, 6(1), 43–54.
Suryanti, Widodo, W., & Budijastuti, W. (2020). Guided Discovery Problem-Posing: An Attempt to Improve Science Process Skills in Elementary School. International Journal of Instruction, 13(3), 75–88.
Toto, R. W. (2018). The Effect of Guided Discovery Towards Scientific Attitudes on Science. Jurnal Pendidikan Guru Sekolah Dasar, 7(1), 76–87.
Wicaksana, Y., & Ridlo, S. (2017). Analisis Kemampuan Literasi Matematika dan Karakter Rasa Ingin Tahu Siswa pada Pembelajaran Berbasis Proyek Berbantuan Schoology. Unnes Journal of Mathematics Education Research, 6(2), 167–174.
Yaumi, Wisanti, & Admoko, S. (2017). Penerapan Perangkat Model Discovery Learning pada Materi Pemanasan Global untuk Melatihkan Kemampuan Literasi Sains Siswa SMP Kelas VII. E-Journal Pensa, 05(1), 38–45.
Yahya, S., Imam, S. K., & Masturi. (2017). Satesik untuk Meningkatkan Minat Belajar dan Pemahaman Konsep. Journal of Innovative Science Education, 6(1), 104–115.
Yuniar, R. E., Suprapto, N., & Mubarok, H. (2020). Triggering Students’ Scientific Literacy through Static Fluid Scrapbook. Journal of Physics: Conference Series, 1491(1), 1–5.
Astra, I. M., & Wahidah, R. S. (2017). Peningkatan Keterampilan Proses Sains Siswa Melalui Model Guided Discovery Learning Kelas XI MIPA pada Materi Suhu dan Kalor. Jurnal Penelitian & Pengembangan Pendidikan Fisika, 3(2), 181–190.
Atmaji, R. D., & Maryani, I. (2018). Pengembangan E-Modul Berbasis Literasi Sains. Fundamental Pendidikan Dasar, 1(1), 28–34.
Chalkiadaki, A. (2018). A systematic literature review of 21st century skills and competencies in primary education. International Journal of Instruction, 11(3), 1–16.
Christensen, M. (2020). Scientific Literacy and the Literacies of Science. Practical Literacy, 25(2), 33–36.
Chuntala, A. D. W. (2019). Scientific approach in 21st century learning in Indonesian language learning vocational school of pharmacy. International Journal of Active Learning, 4(2), 71–77.
Destrini, H., Nirwana, N., & Sakti, I. (2018). Penerapan Model Pembelajaran Penemuan Terbimbing (Guided Discovery Learning) untuk Meningkatkan Hasil Belajar dan Keterampilan Proses Sains Siswa. Jurnal Kumparan Fisika, 1(1), 13–21.
Dewi, V. P., Doyan, A., & Soeprianto, H. (2017). Pengaruh Model Penemuan Terbimbing Terhadap Keterampilan Proses Sains Ditinjau dari Sikap Ilmiah pada Pembelajaran IPA. Jurnal Penelitian Pendidikan IPA, 3(1), 60–67.
Engels, M., Miller, B., Squires, A., Jennewein, J., & Eitel, K. (2017). The Confluence Approach: Developing Scientific Literacy through Project-Based Learning and Place-Based Education in the Context of NGSS. Electronic Journal of Science Education, 23(3), 33–58.
Fransiska, L., Subagia, I. W., & Sarini, P. (2018). Pengaruh Model Pembelajaran Guided Discovery Terhadap Keterampilan Proses Sains Siswa SMP Negeri 3 Sukasada. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 1(2), 68–79.
Gajjar, N. (2013). The Role of Technology in 21st Century Education. International Journal for Research in Education, 2(2), 23–25.
Großmann, N., & Wilde, M. (2019). Experimentation in Biology Lessons: Guided Discovery Through Incremental Scaffolds. International Journal of Science Education, 41(6), 759–781.
Hake, R. R. (1999). Analyzing Change/Gain Scores. Woodland Hills: Dept. of. Physics, Indiana University.
Hamidah, N., & Haryani, S. (2018). Efektivitas Lembar Kerja Peserta Didik Berbasis Inkuiri Terbimbing untuk Meningkatkan Hasil Belajar Siswa. Jurnal Inovasi Pendidikan Kimia, 12(2), 2212–2223.
Haryani, S., Wardani, S., Supardi, K. I., & Prasetya, A. T. (2019). The Analysis of Teacher’s Ability in Create Lesson Plans and Student Worksheet. Journal of Physics: Conference Series, 1321(1), 1–8.
Herlily, V., Anhar, A., Ahda, Y., & Sumarmin, R. (2018). Application of Learning Model Learning Guided Discovery with Scientific Approach to Enhance Learning Competency Science Seventh Grade Students. International Journal of Progressive Sciences and Technologies, 6(2), 499–505.
Khasanah, N., Dwiastuti, S., & Nurmiyati. (2016). Pengaruh Model Guided Discovery Learning Terhadap Literasi Sains Ditinjau dari Kecerdasan Naturalis. Proceeding Biology Education Conference, 13(1), 346–351.
Lestari, T. P., Sarwi, & Sumarti, S. S. (2018). STEM-Based Project Based Learning Model to Increase Science Process and Creative Thinking Skills of 5th Grade. Journal of Primary Education, 7(1), 18–24.
Marantika, A. A., Sarwi, Ellianawati, Anggraini, T., Perwitasari, A. D., & Prabowo, H. T. (2018). The Profile of Concept Mastery and Scientific Literacy Skills for Senior High School Students in Force Theme. Advances in Social Science, Education and Humanities Research (ASSEHR), 247(1), 59–64.
Martaida, T., Bukit, N., & Ginting, E. M. (2017). The Effect of Discovery Learning Model on Student’s Critical Thinking and Cognitive Ability in Junior High School. IOSR Journal of Research & Method in Education, 7(6), 1–8.
Merta, I. W., Artayasa, I. P., Kusmiyati, K., Lestari, N., & Setiadi, D. (2020). Profil Literasi Sains dan Model Pembelajaran dapat Meningkatkan Kemampuan Literasi Sains. Jurnal Pijar MIPA, 15(3), 224–228.
Monaghan-Geernaert, P. (2019). Flipping the Classroom to Teach the Evaluation of Research Articles and the Development of Scientific Literacy. Journal of Instructional Research, 8(1), 62–70.
Nisa, E. N., Rusilowati, A., & Wardani, S. (2019). The Analysis of Student Science Literacy in Terms of Interpersonal Intelligence. Journal of Primary Education, 8(2), 161–168.
Pamungkas, D. E., & Sukarman. (2020). Transformasi Dunia Pendidikan di Sekolah Dasar Dalam Masa Pandemi Covid-19. Jurnal Review Pendidikan Dasar: Jurnal Kajian Pendidikan Dan Hasil Penelitian, 6(3), 1–9.
Puspitasari, V., Wiyanto, & Masturi. (2018). Implementasi Model Guided Discovery Learning Disertai LKS Multirepresentasi Berbasis Pemecahan Masalah untuk Meningkatkan Pemahaman Konsep Siswa. In Unnes Physics Education Journal, 7(3), 18–27.
Prasetyo, T., & Fitri, A. M. (2018). Pengaruh Pendekatan Ilmiah Memadukan Pembelajaran Penemuan Terbimbing Terhadap Rasa Ingin Tahu Siswa. Didaktika Tauhidi: Jurnal Pendidikan Guru Sekolah Dasar, 5(1), 15–28.
Putri, R. M. M., & Wasis. (2016). Penerapan Pembelajaran Model Guided Discovery untuk Melatihkan Literasi Sains. Jurnal Inovasi Pendidikan Fisika (JIPF), 5(3), 249–254.
Sarwi, Alim, Fathonah, S., & Subali, B. (2020). The Analysis of Ethnoscience-Based Science Literacy and Character Development Using Guided Inquiry Model. Journal of Physics: Conference Series, 1567(2), 1–6.
Sarwi, Ellianawati, E., & Suliyanah. (2019). Grounding physics and its learning for building global wisdom in the 21st century. Journal of Physics: Conference Series, 1171(1), 1–6.
Sarwi, Hidayah, N., & Yulianto, A. (2019). Guided inquiry learning model to improve the conceptual understanding and scientific work skills of high school students in Central Java. Journal of Physics: Conference Series, 1170(1).
Seprianto, S. (2020). Hubungan Pemahaman Konsep Dasar Kimia dengan Kemampuan Literasi Sains Mahasiswa. Katalis Jurnal Penelitian Kimia Dan Pendidikan Kimia, 3(1), 17–23.
Suciarsy. (2018). Model Pembelajaran Guided Discovery untuk Meningkatkan Hasil Belajar dan Sikap Ilmiah Peserta Didik pada Mata Pelajaran Fisika Kelas XI. Jurnal Pendidikan Fisika Universitas Muhammadiyah Makassar, 6(1), 43–54.
Suryanti, Widodo, W., & Budijastuti, W. (2020). Guided Discovery Problem-Posing: An Attempt to Improve Science Process Skills in Elementary School. International Journal of Instruction, 13(3), 75–88.
Toto, R. W. (2018). The Effect of Guided Discovery Towards Scientific Attitudes on Science. Jurnal Pendidikan Guru Sekolah Dasar, 7(1), 76–87.
Wicaksana, Y., & Ridlo, S. (2017). Analisis Kemampuan Literasi Matematika dan Karakter Rasa Ingin Tahu Siswa pada Pembelajaran Berbasis Proyek Berbantuan Schoology. Unnes Journal of Mathematics Education Research, 6(2), 167–174.
Yaumi, Wisanti, & Admoko, S. (2017). Penerapan Perangkat Model Discovery Learning pada Materi Pemanasan Global untuk Melatihkan Kemampuan Literasi Sains Siswa SMP Kelas VII. E-Journal Pensa, 05(1), 38–45.
Yahya, S., Imam, S. K., & Masturi. (2017). Satesik untuk Meningkatkan Minat Belajar dan Pemahaman Konsep. Journal of Innovative Science Education, 6(1), 104–115.
Yuniar, R. E., Suprapto, N., & Mubarok, H. (2020). Triggering Students’ Scientific Literacy through Static Fluid Scrapbook. Journal of Physics: Conference Series, 1491(1), 1–5.
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Affiliations
Agustin Anggriani
MI Al Khoiriyyah 01 Semarang
Sarwi Sarwi
Universitas Negeri Semarang
Masturi Masturi
Universitas Negeri Semarang
How to Cite
Anggriani, A., Sarwi, S., & Masturi, M. (2020). The Effectiveness of Guided Discovery in Distance Learning to Improve Scientific Literacy Competencies of Primary School Students. Journal of Primary Education, 9(5), 454-462. https://doi.org/10.15294/jpe.v9i4.42600
The Effectiveness of Guided Discovery in Distance Learning to Improve Scientific Literacy Competencies of Primary School Students
Vol 9 No 5 (2020): December 2020
Submitted: Nov 13, 2020
Published: Dec 31, 2020
Abstract
This study aims is to determine the effectiveness of the guided discovery model in distance learning to improve students' scientific literacy competencies. The method used in this study was an experimental method with a pretest-posttest one group design. The research subjects were fifth grade students from three schools — Primary School A, Primary School B, and Primary School C — in Kudus Regency, Central Java, Indonesia. Sampling was determined using purposive sampling technique. Data collection techniques used scientific literacy tests. The data analyses used were paired sample t-test, one-way ANOVA test and n-gain test. The results of the paired sample t-test showed that there were significant differences in the mean scores of scientific literacy competences before and after the guided discovery model was applied. The one-way ANOVA test showed that there was a significant difference in the mean score between the three primary schools studied. Students at Primary School B, located in suburban area, scored the highest on average in scientific literacy competencies, followed by Primary School C students in urban area and Primary School A students in remote area. Based on the n-gain test, two primary school has high criteria with score 0.74 and 0.73 for school B and C, respectively. And the other one has moderate criteria for School A with n-gain score is 0.59. That means, guided discovery model is effective to improve the scientific literacy competencies on primary school student in Kudus Regency, Central Java, Indonesia.