THE EFFECT OF GUIDED DISCOVERY LEARNING METHOD ON STUDENT’S LEARNING OUTCOMES OF LINEAR MOTION
IN CLASS X SMA NEGERI 2 PEMATANGSIANTAR ACADE MI C YEAR 2015/ 2016
By:
Indra Negara Siahaan Reg. Number 4103322012 Bilingual Physics Education Program
THESIS
THESIS
Submitted to Acquires Eligible Sarjana Pendidikan
FACULTY OF MATHEMATICS AND NATURAL SCIENCE STATE UNIVERSITY OF MEDAN
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BIOGRAPHY
Indra Negara Siahaan was born in Padang on Juni, 9th 1992. His father is Toga
Siahaan,S.E and his mother is Netty Siburian. He is the third of three children. In
1997, she joined TK Shandy Putra and then continued her study at SD Budi Mulia
2 in 1998. After graduated from elementary school in 2004, He continued her
study to SMP Budi Mulia and graduated in 2007. Later the author continued her
study to SMA Negeri 3 Pematangsiantar and graduated in 2010. In the middle of
2010, the author accepted in Physics Bilingual Education, Physics Department,
Faculty of Mathematic and Natural Sciences, State University of Medan and
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THE EFFECT OF GUIDED DISCOVERY LEARNING METHOD ON STUDENT’S LEARNING OUTCOMES OF LINEAR
MOTION IN CLASS X SMA NEGERI 2 PEMATANGSIANTAR
ACADEMIC YEAR 2015/2016
Indra Negara Siahaan (Reg. Number : 4103322012) ABSTRACT
The objectives of this research are: (1) To know the student’s learning outcomes in physics subject after taught by Guided Discovery Learning Method. (2) To know the student’s learning outcomes in physics subject after taught by Conventional Learning Method. (3) To know the effect of Guided Discovery Learning Method on student’s learning outcomes of Linear Motion in Class X SMA Negeri 2 Pematangsiantar Academic Year 2015/2016.
The research method was quasi experimental. The populations were all X grade students in semester I that consist of 9 classes SMA Negeri 2 Pematangsiantar. The samples of this research conduct two classes and consist of 80 students, 40 from experiment class and 40 from control class and define by random cluster sampling.
The results that were obtained: pre-test mean value of experiment class was 44.1 and 43.05 for control class and then post-test mean value of the experiment class was 82.12 and 77.1 was the mean value for control class. Standard deviation in pre-test were 14.43 in experiment class and 15.05 in control class and standard deviation in post-test for two classes were 10.82 and 9.83. Normality of the test result from the both samples was normal and homogenous. And for post-test, the criteria is : Ha is accepted if tcount > ttable and is rejected if tcount has another score. From the calculation of t-test one side for α = 0.05, obtained tcount = tcount = 3.09 where ttable = 1.994. So, there was the effect of Guided Discovery Learning Model on Student’s Learning Outcomes of Linear Motion in Class X SMA Negeri 2 Pematangsiantar. Based on observation that done by observers with using observation sheet of student activity, conclude that activity of students in experiment class more active than control class.
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PREFACE
Praise and thanks to Jesus who has give for all the graces and blessings
that provide health and wisdom to the author that this study can be completed
properly in accordance with the planned time.
Thesis entitled "The Effect of Guided Discovery Learning Method on
Student’s Learning Outcomes of Linear Motion in Class X SMA Negeri 2
Pematangsiantar Academic Year 2015/2016", prepared to obtain a Bachelor's
degree of Physics Education, Faculty of Mathematics and Natural Science in State
University of Medan.
On this occasion the authors like to thank Mr. Dr. Ridwan A Sani, Msi as
Thesis Advisor who has provided guidance and suggestions to the author since the
beginning of the study until the completion of this thesis writing. Thanks also to
Alkhafi M.Siregar, M.Si, Drs. Abd Hakim, M.Si, Drs.,Rahmatsyah, M.Si, who
have provided input and suggestions from the research plan to complete the
preparation of this thesis. Thanks also presented to Alkhafi M.Siregar, M.Si, as
the Academic Supervisor and also the entire Lecturer and Staff in Physics
Department FMIPA UNIMED who have helped the author. Appreciation were
also presented to Herwin Manurung. MPd and all teacher in SMA Negeri 2
Pematangsiantar who have helped during this research. I would like to thank
especially to my father Toga Siahaan, S.E. and my mother Netty Siburian. Amd
and also my brother Rimbun Dharmadi Rivando Siahaan, S.Si and Regent
Tosanov Siahaan, S.Pd, and especially to Ameli Oktavia Manurung, S.Pd and all
family who have helped, prayed and gave me encouragement and funding to
complete the study in Unimed. Especially thanks to all my friends in Bilingual
Physics Class 2010, Christine M. Siregar, Evi K. Simanjuntak, Fitriah A. Rambe,
Feggi Yuandini, James W. Simanungkalit, Jeneva Samosir, Jovan Sitinjak,
Kartika, Nur Azizah Pulungan, Riando Sidauruk, Rikcy Almeda, Rindy W. Putri,
Rofi Anggriani, Uli Dofa Sirait and Linduden Situmorang who have helped,
prayed and gave supported to author. The author also thanks to sisters and brother
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have helped and gave suppported during my research. And the last but not least,
thanks to my special one who have helped and gave supported during research.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly. The author hope the contents of
this paper would be useful in enriching the repertoire of knowledge.
Medan, Desember 2015
Author,
LIST OF CONTENT
Page
Ratification Sheet i
Biography ii
Abstract iii
Preface iv
List of Content vi
List of Figure viii
List of Table ix
List of Appendix x
CHAPTER I INTRODUCTION
1.1. Background 1
1.2. Problem Identification 4
1.3. Limitation Problem 4
1.4. Problems Formulation 4
1.5. Research Objectives 5
1.6. Research Benefits 5
CHAPTER II LITERATURE REVIEW
2.1. Definition of Learning and Learning Outcome 6
2.1.1. Definition of Learning 6
2.1.2. Definition of Learning Outcome 7
2.2.2. Definition Of Discovery Learning Method 9
2.2.3. Phase of Discovery Learning Method 9
2.2.4. The Advantages and Disadvantages of Discovery
Learning Method 12
2.3. Conventional Learning Method 13
2.3.1. Steps of Conventional Learning Method 13 2.3.2. The Advantages and Disadvantages of Conventional
Learning Method 13
2.4. Subject Matter 14
2.4.1. Motion is Relative 15
2.4.2. Distance and Displacement 15
2.4.3. Speed and Velocity 17
2.4.4. Acceleration and Deceleration 20
2.4.5. Uniform Motion With Constant Velocity
And Constant Acceleration 21
2.5. Journal About Discovery learning method 25
2.6. Conceptual Framework 28
LIST OF TABLE
Page
Table 2.1. Phase of Discovery Learning Method 11
Table 3.1. The Design of the research 31
Table 3.2. The Spesification learning outcome test 32 Table 4.1. Pretest Score and Post Test Score in Experiment Class and
Control Class 38
Table 4.2. Pre test score in Experiment and Control class 39 Table 4.3. Normality test of pre-test data in Experiment and Control class 40
Table.4.4. Homogeneity Test of Pre-Test Data 41
Table.4.5. Hypothesis Test of Pre-Test Data 41
Table 4.6. Post-Test Data in Experiment Class and Control Class 42 Table 4.7. Normality Test of Post-Test Data in Experiment and
Control Class 43
Table 4.8. Homogeneity Test of Post Test Data 43
LIST OF FIGURE
Page Figure 2.1. When sitting on a chair, your speed is zero relative to Earth
but 30 km/s relative to the Sun 15 Figure 2.2. Children moves east 50 m then west 30 m 15 Figure 2.3. Ali moves from A to B, but Rudi moves from D to C 16 Figure 2.4. Graph the position (x) towards to (t) of any linear motion 18 Figure 2.5. Graph the position (x) towards to (t) of any linear motion 19
Figure 2.6. Graph velocity toward to time 20
Figure 2.7. Graph v – t 22
Figure 2.8. Graph s – t 22
Figure 2.9. Moving objects with irregular straight initial position so,
distance ∆� and position of the end s. 22
Figure 2.10. Graph velocity towards to time 24
Figure 2.11. (a) Graph s – t on uniform motion with constant acceleration and (b) Graph a – t on uniform motion with constant
acceleration 24
Figure 2.12. (a) Graph v – t on uniform motion with constant acceleration (decelerated) (b) Graph s – t on uniform motion with constant acceleration(decelerated)
25
Figure 3.1. The overview of research planning. 33
Figure 4.1. Column Diagram Pre-test value data in Experiment and
Control Class 39
Figure 4.2. Column Diagram Post test score data in Experiment and
LIST OF APPENDIX
Page
Appendix 1 Lesson Plan 1st Meeting 39
Appendix 2 Lesson Plan 2nd Meeting 49
Appendix 3 Lesson Plan 3rd Meeting 59 Appendix 4 Student’s Worksheet I 68
Appendix 5 Student’s Worksheet II 71
Appendix 6 Lattice Instrument 77
Appendix 7 Research Instrument 92
Appendix 8 Pre Tes and Post Test Data In Experiment Class 110 Appendix 9 Pre Tes and Post Test Data In Control Class 112
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CHAPTER I INTRODUCTION
1.1. Background
Based on UU No. 20 of 2003 about National Education System says that “Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya, masyarakat, bangsa dan negara”. The importance of education as the capital of the younger generation, to achieve a successful and capable citizens.
Government always pay attention to the education of Indonesia. All
government’s effort is characterized by an increase in Revenue and Expenditure
National Budget of education, curriculum changing, foster educators, cooperating
with other countries to better the quality of education etc. But, The government
can not fend for themselves, which is required for the participation of all
education stakeholders include: the Department of Education, superintendent,
principal, teacher, parent, school committee, school board, community, business
and industries world, as well as all parents agency concerned directly or indirectly
to the educational activities in schools (Taufik:2008). The cooperation is
performed to achieve national education goals are written in UU RI No. 20
Chapter II Subsection 3 Of 2003 is to develop the potential of student to become a
man of faith and fear of God Almighty, noble, healthy, knowledgeable, skilled,
creative, independent, and become citizens of a democratic and responsible.
Physics is the part of natural science has many connected to the
phenomena in daily life, thus the concepts is not only theory but also can proved
by discovery. Physics education emphases to “understand” and “do” thus can help
the student to mastery the physics concept and then effecting to student’s learning
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Learning physics in schools in general are still using conventional learning
methods because this method is easy to implement and quickly seen. In the
learning process that is likely to be teacher centered domination master teacher in
the classroom. Teacher writes on the blackboard peculiarities, and then, goes on
solving the problems related to it. The students prepare for the exam by
memorizing these concepts and formulas, and by solving the related problems.
But, meanwhile, some of the students can not comprehend the concept, some
others are not interested in the subject as they think that it is no useful to them,
and the others are like spectators while few students come to the blackboard and
solve the problems. Most of the students do not participate actively lesson and can
not comprehend the concept. They are forced to study the lessons for the sake of
exams. Teacher only expects them to write, memorize and solve questions. In the
end, physics lesson becomes a boring, meaningless, abstract, hard and
problematic.
The low of education quality in Indonesia can be seen in the low of
student’s learning outcomes in some of lesson subject. Physics is one of the
subject lesson that low student’s learning outcomes. Researcher also interviewed
physics teachers class X SMA N 2 Pematangsiantar. The learning outcome of the
physics subject is still low. The average of student’s learning outcomes in
semester I class X academic year 2015/2016 is 53.16. Where as the Minimal
Standard (KKM) is 77. Its mean that the average of student’s learning outcomes is
lower than Minimal Standard (KKM).
Base on the problem above there are many kind of method can be applied
to improve the student’s learning outcomes and make them become active in
teaching and learning process. Perhaps the way to improve the student proclivity
and motivation to learn physics is to change the teaching and learning process
become interest. The method that want to be applied is the guided discovery
learning method arise on the concept that student will be easier to find and
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The principle of learning that apparent from method of guided discovery
learning is the subject matter or materials to be delivered are not delivered in final
form but through an active process. In this case, students as learners are
encouraged to identify what they want to know and continues to find its own
information and then organize or establish what students know and understand the
student in a final form. Students are actively reconstruct his experience by
connecting new knowledge with internal capital or cognitive structures that have
been owned (Slameto, 2010: 24).
To overcome the previous research weakness, researcher will apply the
guided discovery learning method and trying to overcome the constraints faced by
previous researchers by providing guidance and clarification in advance stages of
guided discovery learning method at the start of the meeting at the time of
teaching and learning activities will be started. Researcher will manage time in
accordance with the plans that have been made in the design of the learning
program (Lesson Plan). Researcher will focus in the topic so the time efficiently
so that goals can be achieved with good learning. Then, researcher will divide the
group members when practicum not more than five persons, the division of tasks
in order can proceed smoothly and all members of the group could be responsible
for his work. In dividing the group members, researchers also will pay attention to
the level of student’s ability so it will not happen disproportionately grouping
students.
Based on the description above, researchers interested in conducting
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1.2. Problems Identification
Based on the background above, the problems identification of this
research are as follows:
1. Low of student’s learning outcome for physics.
2. Low of student’s understanding the concept.
3. Students are less actively in the physics learning activities
4. Lack of interaction among students in physics learning activities
5. The dominance of the teacher in the learning process, so students do not
have a chance to express their opinion.
1.3. Limitation Problem
In order to keep this research become more focused and directed, the
researcher limit the problems as the following
1. Learning Method used is Guided Discovery Learning Method on the
experimental class and Conventional Learning Method on the control
class.
2. Conducted to determine the influence of the Guided Discovery Learning
Method on students’ outcomes in physics subject.
3. Learning outcomes that will be examined only on cognitive aspect.
1.4. Problems Formulation
The problem formulation of this research are:
1. How the student’s learning outcomes after taught by Guided Discovery
Learning Method?
2. How the student’s learning outcomes after taught by Conventional
Learning Method?
3. How the effect of Guided Discovery Learning Method on student’s
learning outcomes of Linear Motion in Class X SMA Negeri 2
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1.5. Research Objectives
The research objective is as follows:
1. To know the student’s learning outcomes in physics subject after taught by
Guided Discovery Learning Method.
2. To know the student’s learning outcomes in physics subject after taught by
Conventional Learning Method.
3. To know the effect of Guided Discovery Learning Method on student’s
learning outcomes of Linear Motion in Class X SMA Negeri 2
Pematangsiantar Academic Year 2015/2016.
1.6. Research Benefits
The benefits of this research are:
1. As a ground for researcher in conducting research.
2. Adding the experience of researcher in improving student learning
outcome based guided discovery learning method.
3. Opening think conception of teachers in developing teaching and learning
method one uses guided discovery learning method.
4. As consideration for other researchers to examine the same issue in a
different location and as an alternative information materials for physics
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CHAPTER V
CONCLUSION AND SUGGESTION 5.1Conclusion
Based on research result and data collection, can be concluded that:
1. Student’s learning outcomes in experiment class after taught by using
Guided Discovery Learning Method was increase and has the mean score
82.12.
2. Student’s learning outcomes in control class after taught by using
Conventional Learning also increase and has the mean score 77.1.
3. Student’s learning outcomes in experiment class was greater than student’s
learning outcomes in control class. So, Guided Discovery Learning
Method has the effect on student’s learning outcomes.
5.2Suggestion
According to the data of student’s learning outcomes and the experience of author when applying the Guided Discovery Learning Method in class, so the
author gives suggestion as below:
1. Needed further research to determine the effect of Guided Discovery
Learning Method on student learning outcomes in other materials
concepts, so that it can measure the extent to which wider this Method is
effective in learning physics.
2. For the next researcher who wants to do research using Guided Discovery
Learning Method, its better for teacher to develop creativity in
implementing the learning process so that student activity can be further
enhanced improved. In addition, teachers can motivate students to be more
active so that good communication between students and students and
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3. For the next researcher who wants to do research using Guided Discovery
Learning Method expected to allocate the time as efficient as possible in
the learning process so that each stage of learning can be done well.
