Perbandingan Model Pembelajaran Problem Based Learning dan Discovery Learning terhadap Hasil Belajar Siswa

Article Sidebar

PDF
Published Jan 29, 2023
DOI https://doi.org/10.31004/joe.v5i2.1287

Main Article Content

Muthmainnah Asmal
Universitas Pancasakti Makassar

Abstract

The purpose of this study was to compare the effectiveness of Discovery Learning learning model and  Problem Based Learning learning model on student learning outcomes. This research is a quasi-experimental research conducted on students of class VII SMP Negeri 1 Palopo, which uses two groups of students given different treatments. Experimental group A used Discovery learning model while Experimental group B used Problem Based Learning model. The results showed from data analysis that tvalue 2.03 and  ttable 1.99, with testing criterion of Ha accepted if tvalue > ttable. It was concluded that there is a significant difference between posttest learning results in Experimental Group A that uses Discovery learning model and Experimental Group B that uses Problem Based Learning model. According to average values of both classes, it indicates that Discovery Learning model is more effective on students' learning outcomes than Problem Based Learning model.

Article Details

How to Cite
Asmal, M. (2023). Perbandingan Model Pembelajaran Problem Based Learning dan Discovery Learning terhadap Hasil Belajar Siswa. Journal on Education, 5(2), 5413-5420. https://doi.org/10.31004/joe.v5i2.1287
Issue
Vol 5 No 2 (2023): Journal on Education: Volume 5 Nomor 2 Tahun 2023
Section
Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

Abidin, Y. (2014). Desain Sistem Pembelajaran dalam Konteks Kurikulum 2013. Bandung: PT Refika Aditama.
Agustin, Lenti. (2015). Perbedaan Hasil Belajar Matematika Antara Pendekatan Saintifik Model Discovery Learning Dan Problem Based Learning Pada Siswa Kelas XI IIS SMAN 1 Boyolangu. (Tulungagung: Skripsi tidak diterbitkan).
Akanbi, A., & Kolawole, C. (2014). Effects of Guided-Discovey and Self-Learning Strategies on Senior Secondary School Student's Achievement in Biology. Journal of Education and Leadership Development, Vol 6, 19-42.
Hanafiah, N dan Suhana, C. 2009. Konsep Strategi Pembelajaran. Bandung: PT Refika Aditama
Hanum, L.,Istikomah, D.,Jana, P., (2019). Perbandingan Keefektifan Model Pembelajaran Problem Based Learning (PBL) dan Discovery LearningDitinjau Dari Kemampuan Pemecahan Masalah. Jurnal EduMa. Vol 8, (1), hlm 67-73
Kristin. Firosalia. 2016. Analisis Model Pembelajara n Discovery Learning DalamMeningkatkan Hasil Belajar Siswa SD. Jurnal Pendidikan Dasar PerKhasa Volume 2, (1), hlm 25-32
M Hosnan. 2014. Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad ke-21. Bogor: Ghalia Indonesia
Nahdi, DS dan Cahyaningsih, U. (2019). Pengembangan Perangkat Pembelajaran Matematika Sd Kelas V dengan Berbasis Pendekatan Saintifik Yang Berorientasi Pada Kemampuan Pemecahan Masalah Siswa. Jurnal Cakrawala Pendas. Vol 5, (1), hlm 9-16.
Nomor, P. (65). tahun 2013 tentang Standar Proses. Jakarta: Depdikbud.
Rahmawati,D., Dewi, H.,dan Giarti, S.,(2018).Perbedaan Model Problem Based Learng dan Discovery Learning Terhadap Hasil Belajar Matematika. Jurnal for Lesson and Learning Stusdies. Vol 1, (3), hlm 214-221
Santoso, E. (2018). Pembeajaran Berbasis Masalah Dalam Upaya Meningkatkan Kemampuan Pemecahan Matematika Siswa. Jurnal THEOREMS (The Original Research of Mathematics). Vol 2, (2), hlm. 80 - 87.
Shoimin, A. (2016). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: Ar-Ruzz Media Group.
Wardani, F.,Mawardi, Astuti,S.,(2018). Perbedaan Hasil Belajar Matematika Kelas 4 SD dalam Pembelajaran Menggunakan Model Discover Learning dan Problem Based Learning. Jurnal Teori dan Aplikasi Matematika. Vol 2, (1), hlm 62-75