CHAPTER II REVIEW OF RELATED LITERATURE
C. The Concept of Discovery Learning
There are many definitions about discovery learning in the learning process. Balim (2009:2) says that “discovery learning is a method that encourages students to arrive at a conclusion based upon their own activities and observations.” It means that discovery leaning is the one of all the method of learning to increase the knowledge of the students.
Ilahi (2012: 29) says that
“Discovery is a learning process which emphasizes in students mental and students intellectual in solving many problems that they face so that it will discover a concept or a generalization that can be applied in the field.”
It means that discovery learning is a method of learning. It can be used to solve the problems when the research is conducted in the teaching learning process.
Discovery learning is a method that encourages students to arrive at a conclusion based upon their own activities and observations.
Inclusion of activities based on discovery learning in science teaching in Turkey is important for meaningful and lifelong learning. The activities in science teaching raise the curiosity of students and drive them to inquire their priorities and perceive the natural phenomena
from different aspects. Such activities help to correct the conceptual errors of students (Ali, 2009: 2-3).
From several definitions above, the writer conclude that Discovery Learning is a kind of method where the students discover the materials by themselves without being taught by the teacher before. Discovery means from nothing to get something which they never know before. It emphasizes on the students‟ full participation through observation, classification, measurement, prediction, determination, and inferring until they discover their own concept.
2. The Characteristics of Discovery Learning
Castronova (2002) identifies five characteristic of discovery learning that differentiates it from traditional learning models. They are:
a. Learning is active and students must participate in hands on and problem-solving activities rather than knowledge transfer.
b. Discovery learning emphasizes the process instead of the end product, thus encouraging mastery and application.
c. The lessons learned from failure within this model of instruction encourage the student to continue to search for solutions.
d. Feedback is an essential part of the learning process and that collaboration and discussion allows students to develop deeper understandings.
e. Discovery learning satisfies natural human curiosity and promotes individual interests.
3. The Purpose of Discovery Learning
The purposes of teaching discovery learning which has effect for the students:
a. To develop creativity
Ilahi (2012: 48) says that “the creativity is a process which is done in the experiences that brings the revision situation and the development self.” It means that discovery learning gives the positive effect for the students. The students can be creative in learning process. They get style in their life, and build their intellectual process.
b. To get an experience in learning directly
Ilahi (2012: 58) says that “the specimen purpose of discovery learning is to get the experience directly in accordance with the learning strategy which is offered.” It means that discovery learning involves the mentality and the physic directly to get a result from the conclusion that is discussed. Therefore, the students get experience in the teaching learning process by using this discovery learning method.
c. To develop a rational and a critical of the ability
Ilahi (2012: 61) says that “the rational and the critical thinking is a behavior manifestation that related by problem solving.” It means that the ability of thinking can become the first asset in developing their logic to understand thought of the problems.
d. To upgrade the students activity in learning process
Ilahi (2012: 63) says that “the teaching of discovery learning is complexes to demand the activeness of thinking in fact it is seldom to demand all of the physic activities.” It means that discovery learning method can change the students to better in their learning process. They also will active in the learning process.
e. To develop problem solving
Ilahi (2012: 65) says that “discovery learning is learning problem solving.” It means that by using discovery learning method. The students can solve their problems.
f. To get an innovation in learning process
Ilahi (2012: 43-65) says that “the learning innovation which is purposed in this case is the strategy of a legatorial learning and indicates democracy learning for the students‟ latitude to express the idea which related with learning effectiveness.” It means that by using discovery leaning the students get innovation to improve the learning process
4. The Procedure of Teaching Discovery Learning
In Discovery Learning, teacher should give a change to students to be a problem solver, mathematician, and historian. Lesson material is not given in the beginning of teaching learning, but students must do some activities collect information, comparing, category, analyzing, integrating, reorganizing material as well as making conclusions.
a. Stimulation
First of all, in this stage students are hoped on thing which makes confusing, then it does not give generalization, in order there is desirability to investigate by themselves. Besides, teacher can begin the activity by proposing questions, read a book, etc.
That will give direction on the starting of problem solving. The function of this stage is to supply learning interaction condition which can develop and help students in exploring material.
Simulation Problem Statement
Data Collection Generalization Students
Verification Data Processing
b. Problem Statement
After that, teacher gives a chance to students to identify as many as possible the agendas of problem that related with the material, then one of them is chosen and arranged in form of hypothesis.
c. Data Collection
When the exploring is going, teacher also gives a chance to students to collect the information as many as possible that related to prove whether hypothesis is right or no. The function of this stage is to answer the questions or to prove whether hypothesis is right or no, so that students are given a change to collect many relevant information, read literature, observe object, interview, and do experiment.
d. Data Processing
Data processing is activity of process data and information that has been gotten from students through interviewing, observing, etc. then interpreted. All of the information from the result of reading, interview, observation etc. All of them are processed, classified, tabulated, even if it needs, calculated with particular way as well as interpreted in believed level.
e. Verification
In this stage, all of students do investigate accurately to prove whether hypothesis is right or no that is decided with alternative discovery, direct coupled with data processing result.
Verification has purpose in order learning process would run well and creative if teacher gave a change to students to discover a concept, theory, rule or comprehension through the example of their daily activity.
f. Generalization
Generalization is process of draw the conclusion that can be common principle and valid for all events or same problems, by attending verification result. Based on the verification result, so it is formulated principles of generalization.
5. The Advantages and Disadvantages of Discovery Learning
Westwood (2008:30) states that discovery leaning has advantages and disadvantages in learning:
a. Advantages of discovery learning
1) Students are actively involved in the process of learning and the topics are usually intrinsically motivating.
2) The activities used in discovery contents are often more meaningful than the typical classroom exercises and textbook study.
3) Students acquire investigate and reflective skills that can be generalized and applied in other context.
4) New skill and strategies are learned in context.
5) The approach builds on students‟ prior knowledge and experience.
6) Independence in learning is encouraged.
7) It is claimed (but not proved conclusively) that students are more likely to remember concepts and information it they discover them on their own.
8) Group working skills are enhanced b. Disadvantage of discovery learning
1) Discovery can be a very time-consuming method often taking much longer for information to be acquired than would occur with direct teaching.
2) Discovery methods often require a resource rich learning environment.
3) Effective learning by discovery usually depends upon learners having adequate literacy.
4) Students may learn little of value from discovery activities.
5) Young children often have difficulty forming opinions, making predictions, or drawing conclusions form evidence.
6) The teacher is not necessarily good at creating and managing discovery learning environments, resulting sometimes in poor outcomes.