THE EFFECTIVENESS OF DISCOVERY LEARNING

MODEL WITH SCIENTIFIC APPROACH IN

MATHEMATICS LEARNING AT GRADE VIII SMP DARUL
AMAN MAKASSAR

FAUZIYYAH ALIMUDDIN
(1111040157)

.
 INTRODUCTION

LITERATURE

METHODS

RESULTS AND DISSCUSSION

CONCLUSION AND SUGESSTION

 Background

The success
of learning
education problem

Scientific Discovery
Approach with Learning
Problem Statements

How is the students’ result of Mathematics before and after learning

Mathematics using scientific setting Discovery learning?

How is students’ activity before and after learning Mathematics using scientific

setting Discovery Learning?

How is students’ response before and after learning Mathematics using

scientific setting Discovery Learning?

Is scientific setting Discovery Learning effective to implement in Mathematics

learning?
Research Objectives

1. To know the description students’ result of Mathematics before and after learning

Mathematics using scientific setting Discovery learning

2. To know the description students’ activity before and after learning Mathematics using

scientific setting Discovery learning

3. To know the description students’ response before and after learning Mathematics using

scientific setting Discovery learning

4. To know whether scientific setting Discovery learning is effective using in Mathematics

learning
 Effectiveness

The effectiveness of
learning activity
POPHAM
means the success
level of teacher

The effectiveness of learning activity in this research

is determined by the quality of the three aspects that
an effective are related to the learning process in the class
BAKER learning process which are: (1) students’ Learning Achievement (2)
happens when the students’ activity in learning process (3) students’
teacher can response to the learning process
change the
students’ ability
and perception
from difficulties in
learning to be the
easiness in
learning
Scientific approach

S cientific approach is a process designed so that students actively construct the concept, law, or
principle through observing stages (identifying or finding problem), formulate problems, formulate
hypothesis, collect data by various techniques, analyze data, draw on conclusion, and communicate
the concept, law, or principle found.

Collecting
Observing Questioning Information Associating Networking
Discovery learning

D iscovery learning is a model to develope student’s active learning by discovering

and investigating which are done by themselves, so the result or/information are saved
in long term memory. With discovery learning, children can learn to think analytically
and try to solve their own problem

Problem
Collecting Data
Processing
Stimulation Statement Verification Generalization
Data
 FRAMEWORK
Scientific Learning
Approach Model

Discovery Learning Model

Stimulation, problem statement, data

observing, questioning,
collection, data processing,
experimenting, associating, and
verification, generalization
networking

Discovery Learning Model with Scientific

Approach

Student’s Mathematics Student’s Activity Student’s Response

learning achievement
 HYPOTHESIS

Discovery Learning with Scientific approach is effective to

be implemented in mathematics learning at grade VIII SMP
DARUL AMAN Makassar
 HYPOTHESIS

1. The students' mathematics learning achievement after being taught by

Connecting Organizing Reflecting Extending (CORE) learning model
with a Scientific Approach to exceed 70 (KKM)

2. There is an increase in students' mathematics learning achievement

after being taught by Connecting Organizing Reflecting Extending
(CORE) learning model with a Scientific Approach
METHODS

TYPES OF RESEARCH

Pre experimental design

TYME AND PLACE

Class VIIII SMP Darul Aman the even semester of academic year
2014/2015

RESEARCH VARIABLES

The variable in this research is the students' mathematics

learning achievement, students’ activities and students’
responses
METHODS

RESEARCH DESIGN
one group pretest-posttest design

O1 X O2

O1: pretest
O2: posttest
X : Treatment
METHODS

Research Instrument
LEARNING ACHIEVEMENT TEST

THE OBSERVATION SHEET OF STUDENT ACTIVITY

QUESTIONNARE OF STUDENT RESPONSE

THE FEASIBILITY OF LEARNING OBSERVATION

SHEET
METHODS

Research Procedure
Implementation
Phase

Implementation of the
pretest
Implementation of the
experiment
Implementation of the
posttest
instruments are used to obtain data on the
activities, response of students and learning
sheet feasibility
 METHODS
Descriptive Statistics Analysis
Achievement Test Data

Table 3.3 Categories of learning outcomes

Value Category
90 ≤ x < 100 Very High
75 ≤ x < 90 High
60 ≤ x < 75 Moderate
40 ≤ x < 60 Low
0 ≤ x < 40 Very Low
 METHODS
Descriptive Statistics Analysis
Achievement Test Data

Classification of Gain normalized

Gain Index Interpretation

g > 0,70 High

0,30 < g ≤ 0,70 Medium

g ≤ 0,30 Low
 METHODS
Inferential Statistics Analysis
Normality Test

To determine the normality distribution of the pretest and posttest

data is used Kolmogorof-Smirnov test with SPSS software.

Hypothesis Test

Type t-test that used is One Sample T-test.

H0 accepted if pvalue ≥ 0,05
H0 rejected if pvalue < 0,05
 METHODS
Effectiveness Criteria
Students’ Mathematics Learning Achievement
• The overage score of student learning achievement in posttest exceed posttest
KKM (70)
• The minimum average of normalized gain is in middle category
• The students’ accomplishment classically minimum is 75%

Students’ Activity
the average percentage of student activity indicator is 80%

Students’ Response
the average percentage of student respons indicator is 80%
RESULTS AND DISSCUSSION
Analysis of Learning Accomplishment
Table 4.1 Summary of Observations Learning
Feasibility

Meeting Percentage Criteria

I 81 Very high
II 87 Very high
III 87 Very high
IV 69 Height
V 100 Very high
VI 94 Very high
VII 100 Very high
 RESULTS
1. Result of Descriptive Analysis
a. Description of Mathematics Learning Achievement
Description Score Results Math Students Class VIII
Classes Taught As Discovery Learning Model with
Scientific Approach.
Percentage Frequency Distribution
and Pre-test scores Students
Statistic Value Statistics
Sample size 31,00 Pre-test
Category
Average 16.04 Interval Mastery
Frequency  
Standard Deviation 13.28 Students
Variance 169.73
0 ≤ x < 40 Very low 27 87,10
Score Range 45.00
40 ≤ x < 60 Low 4 12,90
Lowest score 0,00
60 ≤ x < 75 Moderate 0 0
Top Scores 45.00
75 ≤ x < 90 Height 0 0
90 ≤ x <100 Very high 0 0
Amount 31 100
Achievement of the Minimum Criteria for completeness
(KKM) Students Pretest Value

No. Score Category Frequency Percentage

1 < 70 Not Completed 31 100

2 70 Complete 0 0

Amount 31 100
Description of Students Math Posttest Value In Class VIII-1 Classes
Taught As Discovery Learning Model with Scientific.

Description of Mathematics Learning

Achievement Scores Students Class VIII-3
Classes Taught As Discovery Learning
Model with Scientific Approach
Percentage Frequency Distribution
Statistic Value Statistics and Post-test scores Students
Sample size 31
Average 77.74 Post-test
Standard Category
Deviation 10.96 Interval Mastery
Frequency  
Variance 120.14 Students
Score Range 48.00 0 ≤ x < 40 Very low 0 0,00
Lowest score 52.00 40 ≤ x < 60 Low 2 6,45
Top Scores 100.00 60 ≤ x < 75 Moderate 9 29,13
75 ≤ x < 90 Height 14 45,26
90 ≤ x <100 Very high 6 19,36
Amount 31 100
Achievement of the Minimum Criteria for completeness
(KKM) Students posttest Value

No. Score Category Frequency Percentage

1 < 70 Not Completed 3 9.67

2 70 Complete 29 90.33

Amount 31 100
Description of The Improvement of Students Math Learning
Achievement Taught as Discovery Learning Model with Scientific
Approach

Classification of normalized gain in classes taught using

discovery learning model with scientific approach

Gain Number of Percentage

Normalization Students (%) Classification
coefficient
0.3 g 0 00.00 Low
0.3 g 0.7 3 9.67 Moderate
0.7 g 28 90.33 Height
Average 0.7 Height
b. Description of Students Activities
Summary of Observations Student Activities

Meeting Percentage Criteria

I 71.15 Height

II 75 Height
III 86.53 Very high

IV 86.53 Very high

V 88 Very high

VI 94.23 Very high

VII 98.07 Very high

Average 85.43 Very high

c. Description of Students Response
POSITIVE RESPONSE

88,38%
INFERENTIAL ANALYSIS

Normality Test

NORMAL
INFERENTIAL ANALYSIS

Hypothesis Test

1. Testing Hypothesis 1

the results of SPSS Ho is accepted if

Ho is rejected the average value of student

learning achievement to
greater than 70 (KKM)
Hypothesis Test

2. Testing Hypothesis 2

the results of SPSS Ho is accepted if

Ho is rejected there is an increase in student

learning achievement between
pretest and posttest
Hypothesis Test

3. Testing Hypothesis 3

the results of SPSS Ho is accepted if

Ho is rejected proportion of students who has teach

by using discovery learning model with
scientific approach achieve KKM (70) is
greater than 75%
Table 4.10 Summary of Effectiveness Criteria

No Component Criteria Achievement decision

 

Mathematics Learning Outcomes      

a. Achievement KKM Fulfilled

b. Achievement completeness Fulfilled
Classical

1 c. Improved Learning Outcomes Fulfilled

  (min. Medium) (high)
 
  d. Parameters average of Significant Fulfilled
  learning outcomes
 
e. Parameters Improved Learning Significant Fulfilled
Achievement

2 Student Activities The average The average Fulfilled

percentage percentage

3 Student Response The average The average Fulfilled

percentage percentage
DISSCUSSION

Analysis
Result
Discovery Learning Model with Scientific
Approach

Learning Students Students

Achievement Activities Response
CONCLUSION AND SUGGESTION
Conclusion
1. The average percentage of learning accomplishment of discovery learning model with scientific
approach showed 89.28% performing well, so it can be concluded that the feasibility discovery
learning model with scientific approach can be considered effective.
2. Learning achievement of students math class VIII SMP Darul Aman after discovery learning
model with a scientific approach is used showed 90.33%, meaning classical mastery learning
outcomes achieved. In addition, the average value normalisaized learners gain of 0.7 who are at
a high category. It can be concluded that the results of learning mathematics learners using
discovery learning model with scientific approach can be considered effective.
3. The average percentage of the activity of learners by 85,43% active learners, so that it can be
concluded that the activity of students in using discovery learning model with scientific approach
can be considered effective.
4. Discovery learning model with scientific approach for the students of class VIII SM P Darul Aman
received a positive response and can be considered effective. In general, the average
percentage of students who responded positively to the implementation of the discovery learning
model with scientific approach by 88, 38%.
CONCLUSION AND SUGGESTION
Suggestion
1. Teachers can use the discovery learning model with scientific approach as an alternative
in teaching, which can make students more active during the process learning takes
place..

2. Teachers must diligent and patient in guiding learners in the process of discovering their
own knowledge about the formula of the area and volume of solid geometry.

3. Teachers should always be able to supervise the students in small groups, because if left
alone unattended discussion of some teacher learners are not finished working and less
active LKPD to ask and discussion.