Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Lucerna : Jurnal Riset Pendidikan dan Pembelajaran
Ernawati, Yuny
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
A Comparative Analysis of Discovery Learning, Video-Based Learning, and Direct Instruction Models on The Science Learning Outcomes in the Topic of Food Additives Ernawati, Yuny; Marlina, Rina; Nurhayati, Yati; Kariadinata, Rahayu; Chusni, Muhammad Minan
Lucerna : Jurnal Riset Pendidikan dan Pembelajaran Vol. 5 No. 2 (2025): Volume 5 Nomor 2 Tahun 2025
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/lucerna.v5i2.3955

Abstract

This study aims to analyze the differences in the effectiveness of the Discovery Learning, Video-Based Learning, and   models on students' cognitive learning outcomes in food additives material. The research approach used a quantitative approach with a posttest-only control group design involving three eighth-grade classes at SMPN 27 Bandung as research subjects selected by purposive sampling. Data were collected through a validated learning outcome test instrument and then analyzed using the Kruskal–Wallis nonparametric test and the Mann–Whitney follow-up test because the normality assumption was not met.  The results showed that the highest median learning outcome score was obtained in the Discovery Learning model (90.00), followed by Video-Based Learning (80.00) and Direct Instruction (70.00). The Kruskal-Wallis test showed a significance value of 0.029 (p < 0.05), indicating a significant difference in learning outcomes between the three learning models. Specifically, the follow-up test showed that the Discovery Learning model had a significantly different impact compared to Direct Instruction, while the Video-Based Learning model had a different impact compared to Direct Instruction. These findings confirm that knowledge construction through independent discovery activities is more effective in improving science concept understanding. Teachers are advised to integrate exploratory learning to minimize the gap in student learning outcomes.
Co-Authors Muhammad Minan Chusni Rahayu Kariadinata Rina Marlina Yati Nurhayati