Effectiveness of Interactive Learning and Discovery Learning Models on Student Learning Outcomes and Activities in Environmental Change

Abstract

Abstract This study aims to determine the differences in student learning activities and outcomes in environmental change materials using interactive learning and discovery learning models. The research method used was a quasi-experimental research with a pretest posttest non-equivalent control group design. Retrieval of data using cluster random sampling method. The total sample of 64 students came from class X IPA 3 which applied the interactive learning model and class X IPA 4 which applied the discovery learning model. The results showed that there were differences in student learning activities in the two classes. Information was obtained in the interactive learning class that the learning activity criteria were very good in all aspects observed, while in the discovery learning class there was one aspect that had very good criteria and five other aspects had good criteria. Based on the results of the analysis N-Gain shows that there are differences in student learning outcomes for the two classes observed. In the interactive learning class the N-Gain value reaches 0.70 (high category) in the discovery learning class reaches 0.46 (medium category).

Keywords interactive learning, discovery learning, learning activities, and learning outcomes.

Abstrak Penelitian ini bertujuan mengetahui perbedaan aktivitas dan hasil belajar siswa pada materi perubahan lingkungan menggunakan model interactive learning dan discovery learning. Metode penelitian yang digunakan yaitu quasi experimental researach dengan desain penelitian pretest posttest Nonequivalent Control Group Design. Pengambilan data menggunakan metode cluster random sampling. Jumlah sampel 64 siswa berasal dari kelas X IPA 3 yang diterapkan model interactive learning dan kelas X IPA 4 yang diterapkan model discovery learning. Hasil penelitian menunjukkan adanya perbedaan aktivitas belajar siswa pada kedua kelas, diperoleh informasi pada kelas interactive learning kriteria aktivitas belajar sangat baik pada semua aspek yang diaamati sedangkan kelas discovery learning terdapat satu aspek yang memiliki kriteria sangat baik dan lima aspek lainnya memiliki kriteria baik Berdasarkan hasil analisis N-Gain menunjukkan hasil belajar siswa terdapat perbedaan untuk kedua kelas yang di amati. Pada kelas interactive learning, nilai N-Gain mencapai 0,70 (kategori tinggi) pada kelas discovery learning mencapai 0,46 (kategori sedang).

Kata kunci interactive learning, discovery learning, aktivitas belajar, dan   hasil belajar.

DOI: http://dx.doi.org/10.23960/jpmipa/v24i1.pp39-49