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All Journal Jurnal Pendidikan dan Pembelajaran Jurnal Edukasi Biologi
Asrinawati, Asrinawati
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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[Retracted] Penerapan Model Discovery Learning dalam Meningkatkan Hasil Belajar Peserta Didik Pada Pembelajaran Biologi Asrinawati, Asrinawati; Zulfah, Kayla Fatimah; Sihotang, Selestina Rebacca; Hasanah, Tafrijiyah
Jurnal Edukasi Biologi Vol 10, No 1 (2024): Jurnal Edukasi Biologi
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/edubio.v10i1.20569

Abstract

Memilih model pembelajaran yang tepat memiliki dampak terhadap hasil belajar sehingga sangat penting bagi tenaga pengajar untuk menerapkan model pembelajaran sesuai dengan setiap materi pembelajaran. Model Discovery Learning merupakan salah satu model pembelajaran yang bisa digunakan untuk pelajaran biologi. Pembelajaran dengan model Discovery Learning merupakan salah satu model pembelajaran yang mengarahkan siswa pada suatu kesimpulan dengan mendalami konsep, arti, dan hubungan dalam suatu materi. Adapun penelitian ini ditujukan untuk menguji tingkat efektivitas penggunaan model discovery learning pada pelajaran biologi dengan melihat hasil belajar setelah diterapkannya model tersebut. Metode dalam penelitian ini menggunakan studi literatur yang merupakan bagian dari pendekatan analisis deskriptif. Berdasarkan hasil studi literatur diketahui bahwa penggunaan model Discovery Learning dengan atau tidak disertai penunjang media pembelajaran lainnya, dalam pembelajaran siswa mempunyai efektivitas yang baik terhadap hasil belajar pada mata pelajaran Biologi. Hal ini terlihat dari peningkatan hasil belajar siswa dalam pembelajaran biologi setelah menggunakan paradigma Discovery Learning. Sehingga dari hasil temuan studi literatur dapat disimpulkan dengan adanya penggunaan model Discovery Learning untuk pembelajaran Biologi, dapat berdampak pada meningkatnya hasil belajar siswa.
Analisis Penerapan Model Discovery Learning dalam Meningkatkan Hasil Belajar Peserta Didik pada Pembelajaran Biologi Asrinawati, Asrinawati; Kayla Fatimah Zulfah; Selestina Rebacca Sihotang; Tafrijiyah Hasanah; Ade Suryanda
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 2 (2024): April 2024
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v3i2.2399

Abstract

The choice of student learning models significantly influences student learning results, underscoring the importance for educators to employ models that align with the content being taught. One such model is Discovery Learning, particularly applicable in the field of biology. This approach guides students toward conclusions by fostering an understanding of concepts, meanings, and relationships through intuitive processes. The aim of this research is to evaluate the efficiency of applying the Discovery Learning model in the field of biology education by analyzing the educational results following its implementation. The research methodology involves a literature review as part of the descriptive analysis approach. The findings from the literature review indicate that employing the model of Discovery Learning with or without additional media and learning strategies, positively affects the biology learning objectives of students. The discernible enhancement in student performance in Biology following the implementation of the Discovery Learning model substantiates its effectiveness. In summary, based on the insights derived from the literature review, the use of the Discovery Learning approach to biology instruction has been found to be helpful in improving student learning results.
Potensi Pembelajaran Aktif dengan Metode Kontruktivisme Asrinawati, Asrinawati; Evifa Luthfiah Sya’bani Choirunisa; Nadia Nur Khamilah Al-Hafidz; Sekar Ayu Pamela; Fitria Pusparini
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 3 (2025): Juli 2025
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v4i3.2697

Abstract

The aim of this research is to evaluate how effective the constructivism approach is in increasing student activity and their learning outcomes using meta-analysis methods. The data used comes from previous literature research, which includes articles and academic journals related to constructivist learning. Inclusion criteria include discussing constructivism theory directly, presenting data on improving learning outcomes from the pre-cycle, cycle I, and cycle II stages, and being published in 2020–2024. Articles that were not relevant to the topic, did not include quantitative data, or were not available in full were excluded from the analysis. Based on research results, the constructivist approach shows significant changes in increasing student academic achievement. The Pearson correlation test shows a strong relationship between pre-cycle and cycle II, and statistical analysis using the Paired Sample T-Test shows that there are significant differences at each learning stage. Apart from that, this method has been proven to increase student activity in learning. This study shows how important it is to use a constructivist approach to create active and meaningful learning. By using this approach, students can be helped to increase understanding and improve learning outcomes.
Co-Authors Ade Suryanda Evifa Luthfiah Sya’bani Choirunisa Fitria Pusparini Hasanah, Tafrijiyah Kayla Fatimah Zulfah Nadia Nur Khamilah Al-hafidz Sekar Ayu Pamela Selestina Rebacca Sihotang Sihotang, Selestina Rebacca Tafrijiyah Hasanah Zulfah, Kayla Fatimah