DEVELOPMENT OF A DISCOVERY LEARNING MODEL OF PHYSIC’S INSTRUCTIONAL SET TO IMPROVE THE STUDENT’S COGNITIVE ASPECT OF LEARNING OUTCOME AND SCIENTIFIC ATTITUDE

Abstract

Abstrak Penelitian ini bertujuan untuk mendeskripsikan (1) kelayakan perangkat pembelajaran fisika model discovery learning untuk meningkatkan hasil belajar aspek kognitif dan sikap ilmiah, (2) peningkatan hasil belajar aspek kognitif peserta didik, dan (3) peningkatan sikap ilmiah peserta didik. Penelitian ini merupakan penelitian pengembangan (R&D) dengan 4D Models (define, design, develop & disseminate) yang mengacu pada Thiagarajan, Semmel-Semmel (1974). Perangkat pembelajaran yang dikembangkan berupa RPP, buku siswa dan buku guru. Perangkat yang telah valid dan reliabel kemudian diujicobakan dengan menggunakan setting penelitian tindakan kelas (PTK) dengan 2 siklus, dengan kolaborasi antara peneliti, guru, dosen pembimbing dan peserta didik. Analisis data penelitian dilakukan dengan mencari effect size yang diwakili oleh nilai Cohen’s d. Hasil penelitian ini menyimpulkan (1) telah diperoleh perangkat pembelajaran fisika model discovery learning untuk meningkatkan hasil belajar aspek kognitif dan sikap ilmiah, (2) peningkatan dalam kategori sedang (Cohen d’s 0,519) pada hasil belajar aspek kognitif peserta didik, (3) peningkatan dalam kategori sangat tinggi (Cohen d’s 1,21) pada sikap ilmiah peserta didik. Kata kunci: Discovery learning, hasil belajar aspek kognitif, sikap ilmiah Abstract This research is intended to describe (1) the worthiness of discovery learning model of physics instructional set to improve the cognitive aspect of learning outcome and scientific attitude, (2) the improvement of students’ cognitive aspect of learning outcome, and (3) the improvement of students’ scientific attitude. This research was categorized as Research and Development (R&D) with 4-D Model (define, design, develop, & disseminate) which refers to Thiagarajan, Semmel-Semmel (1974). The development of instructional set was in the form of a lesson plan, students' book, and teachers' book. The valid and reliable instructional set was then tested by using the Classroom Action Research settings with two cycles by the collaboration between the researcher, the teacher, the academic adviser and the students. The result of this research concluded that (1) the discovery learning model of physics instructional set to improve the cognitive aspect of learning outcome and scientific attitude has been obtained, (2) a medium improvement (Cohen d’s 0,519) of the cognitive aspect of the learning outcome, and (3) a very large improvement (Cohen d’s 1,21) of the scientific attitude. Keywords: Discovery learning, cognitive aspect of learning outcome, scientific attitude