Systematic Literature Review: Discovery Learning terhadap Peningkatan Hasil Belajar Siswa
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Abstract
Tujuan penelitian ini adalah mendeskripsikan pengaruh pembelajaran discovery learning terhadap hasil belajar siswa. Metode penelitian ini menggunakan Systematic Literature Review dari 27 artikel pada database Science Direct untuk rentang tahun 2012 sampai 2022 dengan tahapan PRISMA. Hasil review menunjukkan bahwa pembelajaran dengan diterapkannya discovery learning dapat meningkatkan hasil belajar siswa pada pembelajaran sains. Discovery learning jika diterapkan dengan dukungan strategi yang tepat dan media pembelajaran yang sesuai akan mampu mengeksplorasi kemampuan siswa yang berimplikasi pada peningkatan hasil belajar siswa.
References
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Acuña, M. H., Ogilvie, K. W., Baker, D. N., Curtis, S. A., Fairfield, D. H., & Mish, W. H. (1995). The Global Geospace Science Program and its investigations. In Space Science Reviews (Vol. 71, Issues 1–4). https://doi.org/10.1007/BF00751323
Albay, E. M., & Eisma, D. V. (2021). Performance task assessment supported by the design thinking process: Results from a true experimental research. Social Sciences & Humanities Open, 3(1), 100116. https://doi.org/10.1016/j.ssaho.2021.100116
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does Discovery-Based Instruction Enhance Learning? Journal of Educational Psychology, 103(1), 1–18. https://doi.org/10.1037/a0021017
Avramenko, A. (2012). Enhancing students’ employability through business simulation. Education and Training, 54(5), 355–367. https://doi.org/10.1108/00400911211244669
Bowen, E., Walker, K., Mawer, M., Holdsworth, E., Sorbring, E., Helsing, B., Bolin, A., Leen, E., Held, P., Awouters, V., & Jans, S. (2014). “it’s like you’re actually playing as yourself”: Development and preliminary evaluation of ‘Green Acres High’, a serious game-based primary intervention to combat adolescent dating violence. Psychosocial Intervention, 23(1), 43–55. https://doi.org/10.5093/in2014a5
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling teachers’ sense of professional identity. Educational Studies, 37(5), 593–608. https://doi.org/10.1080/03055698.2010.539857
Garousi, V., Rainer, A., Lauvås, P., & Arcuri, A. (2020). Software-testing education: A systematic literature mapping. Journal of Systems and Software, 165. https://doi.org/10.1016/j.jss.2020.110570
Gauci, S. A., Dantas, A. M., Williams, D. A., & Kemm, R. E. (2009). Promoting student-centered active learning in lectures with a personal response system. American Journal of Physiology - Advances in Physiology Education, 33(1), 60–71. https://doi.org/10.1152/advan.00109.2007
Haddaway, N. R., Macura, B., Whaley, P., & Pullin, A. S. (2018). ROSES Reporting standards for Systematic Evidence Syntheses: Pro forma, flow-diagram and descriptive summary of the plan and conduct of environmental systematic reviews and systematic maps. Environmental Evidence, 7(1), 4–11. https://doi.org/10.1186/s13750-018-0121-7
Huebscher, J., & Lendner, C. (2010). Effects of Entrepreneurship Simulation Game Seminars on Entrepreneurs’ and Students’ Learning. Journal of Small Business and Entrepreneurship, 23(4), 543–554. https://doi.org/10.1080/08276331.2010.10593500
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers and Education, 123, 109–123. https://doi.org/10.1016/j.compedu.2018.05.002
Kordaki, M., & Gousiou, A. (2017). Digital card games in education: A ten year systematic review. Computers and Education, 109, 122–161. https://doi.org/10.1016/j.compedu.2017.02.011
Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125(July), 106963. https://doi.org/10.1016/j.chb.2021.106963
Kroothkaew, S., & Srisawasdi, N. (2013). Teaching How Light can be Refracted Using Simulation-based Inquiry with a Dual-situated Learning Model. Procedia - Social and Behavioral Sciences, 93, 2023–2027. https://doi.org/10.1016/j.sbspro.2013.10.159
Liljedahl, P. G. (2005). Mathematical discovery and affect: The effect of AHA! experiences on undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology, 36(2–3), 219–234. https://doi.org/10.1080/00207390412331316997
Manlove, S., Jong, T. de de, Gog, T. van, Jenks, K., & Hell, J. van. (2009). Explorations in Learning and the Brain: On the Potential of Cognitive. Springer Science+Business Media, LLC 2009.
Paavola, S. (2001). Essential Tensions in Scientific Discovery. 1–15.
Paré, G., Trudel, M. C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information and Management, 52(2), 183–199. https://doi.org/10.1016/j.im.2014.08.008
Ramanujan, D., Zhou, N., & Ramani, K. (2019). Integrating environmental sustainability in undergraduate mechanical engineering courses using guided discovery instruction. Journal of Cleaner Production, 207, 190–203. https://doi.org/10.1016/j.jclepro.2018.09.191
Reeves, S. M., Crippen, K. J., & McCray, E. D. (2021). The varied experience of undergraduate students learning chemistry in virtual reality laboratories. Computers and Education, 175(July), 104320. https://doi.org/10.1016/j.compedu.2021.104320
Reynolds, W. M., & Miller, G. E. (n.d.). Handbook of Psychology : Educational Psychology (I. B. Weiner (ed.); Second). John Wiley & Sons, Inc.
Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers and Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017
Shiu, E. (2013). Improving learning in statistics - A pilot trial study to achieve the triple effects of depth, breadth and integration. International Journal of Management Education, 11(1), 12–24. https://doi.org/10.1016/j.ijme.2012.11.001
Singh, A. P., & Moore, A. W. (2005). Finding Optimal Bayesian Networks by Dynamic Programming. Technical Report.
Studhalter, U. T., Leuchter, M., Tettenborn, A., Elmer, A., Edelsbrunner, P. A., & Saalbach, H. (2021). Early science learning: The effects of teacher talk. Learning and Instruction, 71(September 2020), 101371. https://doi.org/10.1016/j.learninstruc.2020.101371
Taub, M., Sawyer, R., Smith, A., Rowe, J., Azevedo, R., & Lester, J. (2020). The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment. Computers and Education, 147, 103781. https://doi.org/10.1016/j.compedu.2019.103781
Westwood, P. S. (n.d.). What Teachers Need to Know about Teaching Methods. Camberwell, Vic. : ACER Press, 2008.
Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131–175. https://doi.org/10.3102/00346543072002131
Wu, W. H., Chiou, W. Bin, Kao, H. Y., Alex Hu, C. H., & Huang, S. H. (2012). Re-exploring game-assisted learning research: The perspective of learning theoretical bases. Computers and Education, 59(4), 1153–1161. https://doi.org/10.1016/j.compedu.2012.05.003
Yusuf, M., & Suardi, I. (2015). Active Learning on Teaching Arabic for Special Purpose in Indonesian Pesantren. Procedia - Social and Behavioral Sciences, 191, 137–141. https://doi.org/10.1016/j.sbspro.2015.04.245
Zendler, A., & Greiner, H. (2020). The effect of two instructional methods on learning outcome in chemistry education: The experiment method and computer simulation. Education for Chemical Engineers, 30, 9–19. https://doi.org/10.1016/j.ece.2019.09.001
Zendler, A., & Reile, S. (2018). The effect of reciprocal teaching and programmed instruction on learning outcome in computer science education. Studies in Educational Evaluation, 58(May), 132–144. https://doi.org/10.1016/j.stueduc.2018.05.008
Zhang, J., Chen, Q., Sun, Y., & Reid, D. J. (2004). Triple scheme of learning support design for scientific discovery learning based on computer simulation: Experimental research. Journal of Computer Assisted Learning, 20(4), 269–282. https://doi.org/10.1111/j.1365-2729.2004.00062.x
Acuña, M. H., Ogilvie, K. W., Baker, D. N., Curtis, S. A., Fairfield, D. H., & Mish, W. H. (1995). The Global Geospace Science Program and its investigations. In Space Science Reviews (Vol. 71, Issues 1–4). https://doi.org/10.1007/BF00751323
Albay, E. M., & Eisma, D. V. (2021). Performance task assessment supported by the design thinking process: Results from a true experimental research. Social Sciences & Humanities Open, 3(1), 100116. https://doi.org/10.1016/j.ssaho.2021.100116
Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does Discovery-Based Instruction Enhance Learning? Journal of Educational Psychology, 103(1), 1–18. https://doi.org/10.1037/a0021017
Avramenko, A. (2012). Enhancing students’ employability through business simulation. Education and Training, 54(5), 355–367. https://doi.org/10.1108/00400911211244669
Bowen, E., Walker, K., Mawer, M., Holdsworth, E., Sorbring, E., Helsing, B., Bolin, A., Leen, E., Held, P., Awouters, V., & Jans, S. (2014). “it’s like you’re actually playing as yourself”: Development and preliminary evaluation of ‘Green Acres High’, a serious game-based primary intervention to combat adolescent dating violence. Psychosocial Intervention, 23(1), 43–55. https://doi.org/10.5093/in2014a5
Canrinus, E. T., Helms-Lorenz, M., Beijaard, D., Buitink, J., & Hofman, A. (2011). Profiling teachers’ sense of professional identity. Educational Studies, 37(5), 593–608. https://doi.org/10.1080/03055698.2010.539857
Garousi, V., Rainer, A., Lauvås, P., & Arcuri, A. (2020). Software-testing education: A systematic literature mapping. Journal of Systems and Software, 165. https://doi.org/10.1016/j.jss.2020.110570
Gauci, S. A., Dantas, A. M., Williams, D. A., & Kemm, R. E. (2009). Promoting student-centered active learning in lectures with a personal response system. American Journal of Physiology - Advances in Physiology Education, 33(1), 60–71. https://doi.org/10.1152/advan.00109.2007
Haddaway, N. R., Macura, B., Whaley, P., & Pullin, A. S. (2018). ROSES Reporting standards for Systematic Evidence Syntheses: Pro forma, flow-diagram and descriptive summary of the plan and conduct of environmental systematic reviews and systematic maps. Environmental Evidence, 7(1), 4–11. https://doi.org/10.1186/s13750-018-0121-7
Huebscher, J., & Lendner, C. (2010). Effects of Entrepreneurship Simulation Game Seminars on Entrepreneurs’ and Students’ Learning. Journal of Small Business and Entrepreneurship, 23(4), 543–554. https://doi.org/10.1080/08276331.2010.10593500
Ibáñez, M. B., & Delgado-Kloos, C. (2018). Augmented reality for STEM learning: A systematic review. Computers and Education, 123, 109–123. https://doi.org/10.1016/j.compedu.2018.05.002
Kordaki, M., & Gousiou, A. (2017). Digital card games in education: A ten year systematic review. Computers and Education, 109, 122–161. https://doi.org/10.1016/j.compedu.2017.02.011
Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125(July), 106963. https://doi.org/10.1016/j.chb.2021.106963
Kroothkaew, S., & Srisawasdi, N. (2013). Teaching How Light can be Refracted Using Simulation-based Inquiry with a Dual-situated Learning Model. Procedia - Social and Behavioral Sciences, 93, 2023–2027. https://doi.org/10.1016/j.sbspro.2013.10.159
Liljedahl, P. G. (2005). Mathematical discovery and affect: The effect of AHA! experiences on undergraduate mathematics students. International Journal of Mathematical Education in Science and Technology, 36(2–3), 219–234. https://doi.org/10.1080/00207390412331316997
Manlove, S., Jong, T. de de, Gog, T. van, Jenks, K., & Hell, J. van. (2009). Explorations in Learning and the Brain: On the Potential of Cognitive. Springer Science+Business Media, LLC 2009.
Paavola, S. (2001). Essential Tensions in Scientific Discovery. 1–15.
Paré, G., Trudel, M. C., Jaana, M., & Kitsiou, S. (2015). Synthesizing information systems knowledge: A typology of literature reviews. Information and Management, 52(2), 183–199. https://doi.org/10.1016/j.im.2014.08.008
Ramanujan, D., Zhou, N., & Ramani, K. (2019). Integrating environmental sustainability in undergraduate mechanical engineering courses using guided discovery instruction. Journal of Cleaner Production, 207, 190–203. https://doi.org/10.1016/j.jclepro.2018.09.191
Reeves, S. M., Crippen, K. J., & McCray, E. D. (2021). The varied experience of undergraduate students learning chemistry in virtual reality laboratories. Computers and Education, 175(July), 104320. https://doi.org/10.1016/j.compedu.2021.104320
Reynolds, W. M., & Miller, G. E. (n.d.). Handbook of Psychology : Educational Psychology (I. B. Weiner (ed.); Second). John Wiley & Sons, Inc.
Rutten, N., Van Joolingen, W. R., & Van Der Veen, J. T. (2012). The learning effects of computer simulations in science education. Computers and Education, 58(1), 136–153. https://doi.org/10.1016/j.compedu.2011.07.017
Shiu, E. (2013). Improving learning in statistics - A pilot trial study to achieve the triple effects of depth, breadth and integration. International Journal of Management Education, 11(1), 12–24. https://doi.org/10.1016/j.ijme.2012.11.001
Singh, A. P., & Moore, A. W. (2005). Finding Optimal Bayesian Networks by Dynamic Programming. Technical Report.
Studhalter, U. T., Leuchter, M., Tettenborn, A., Elmer, A., Edelsbrunner, P. A., & Saalbach, H. (2021). Early science learning: The effects of teacher talk. Learning and Instruction, 71(September 2020), 101371. https://doi.org/10.1016/j.learninstruc.2020.101371
Taub, M., Sawyer, R., Smith, A., Rowe, J., Azevedo, R., & Lester, J. (2020). The agency effect: The impact of student agency on learning, emotions, and problem-solving behaviors in a game-based learning environment. Computers and Education, 147, 103781. https://doi.org/10.1016/j.compedu.2019.103781
Westwood, P. S. (n.d.). What Teachers Need to Know about Teaching Methods. Camberwell, Vic. : ACER Press, 2008.
Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131–175. https://doi.org/10.3102/00346543072002131
Wu, W. H., Chiou, W. Bin, Kao, H. Y., Alex Hu, C. H., & Huang, S. H. (2012). Re-exploring game-assisted learning research: The perspective of learning theoretical bases. Computers and Education, 59(4), 1153–1161. https://doi.org/10.1016/j.compedu.2012.05.003
Yusuf, M., & Suardi, I. (2015). Active Learning on Teaching Arabic for Special Purpose in Indonesian Pesantren. Procedia - Social and Behavioral Sciences, 191, 137–141. https://doi.org/10.1016/j.sbspro.2015.04.245
Zendler, A., & Greiner, H. (2020). The effect of two instructional methods on learning outcome in chemistry education: The experiment method and computer simulation. Education for Chemical Engineers, 30, 9–19. https://doi.org/10.1016/j.ece.2019.09.001
Zendler, A., & Reile, S. (2018). The effect of reciprocal teaching and programmed instruction on learning outcome in computer science education. Studies in Educational Evaluation, 58(May), 132–144. https://doi.org/10.1016/j.stueduc.2018.05.008
Zhang, J., Chen, Q., Sun, Y., & Reid, D. J. (2004). Triple scheme of learning support design for scientific discovery learning based on computer simulation: Experimental research. Journal of Computer Assisted Learning, 20(4), 269–282. https://doi.org/10.1111/j.1365-2729.2004.00062.x
Authors
Ayu, H. D., Alfiana, R., Solihah, H. M., Zuhannisa’, S., & Hudha, M. N. (2023). Systematic Literature Review: Discovery Learning terhadap Peningkatan Hasil Belajar Siswa. RAINSTEK : Jurnal Terapan Sains & Teknologi, 5(2), 124–133. https://doi.org/10.21067/jtst.v5i2.8663
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