The discovery learning and Google sites: Its application in learning the process of urine formation for high school students
DOI:
https://doi.org/10.30862/inornatus.v4i2.711Keywords:
Collaboration, discovery learning, Google sites, media, student responsesAbstract
In the application of discovery learning in the classroom, the main source of science information is not the teacher, but various other sources that can be easily accessed by students. Learning sources that can be flexibly accessed by students are Google sites. This study was conducted to analyze how the implementation of discovery learning and Google sites in learning the formation of human urine. The research was conducted in one of the high schools in Malang. The students involved were grade XI. Data were collected through observation, teacher reflection sheets, learning implementation sheets (student and teacher activities), and student response questionnaires. The research data were narrated based on observations and learning implementation and student responses were calculated using percentages. The research findings show that the implementation of discovery learning and Google sites in learning the formation of human urine has changed the learning conditions of students for the better. High school students can actively answer teacher questions, are able to work on student worksheets, can work together well, discuss actively and draw conclusions. Google sites are a medium that can help students to find information related to the learning being carried out. Student responses related to learning scored 78.95 which is included in the good category. Collaborative activities among students can run well. Students agree that they do not forget the responsibilities given by their group to each individual.
References
Aprilanti, H., Qurbaniah, M., & Muldayanti, N. D. (2016). Identifikasi miskonsepsi siswa pada materi sistem ekskresi manusia kelas XI MIA SMA Negeri 4 Pontianak. Jurnal Bioeducation, 3(2), 63–77. https://doi.org/10.29406/188
Arends, R. (2012). Learning to Teach Ninth Edition. The Mc Graw Hill Companies, Inc.
Aulia, D., & Riefani, M. K. (2021). Google Site as a Learning Media in the 21st Century on the Protista Concept. BIO-INOVED: Jurnal Biologi-Inovasi Pendidikan, 3(3), 173–178.
Bhagaskara, A. E., Firdausi, A. K., & Syaifuddin, M. (2021). Penerapan Media Webquest Berbasis Google Sites dalam Pembelajaran Masa Pandemi Covid-19 di MI Bilingual Roudlotul Jannah Sidoarjo. Jurnal Bidang Pendidikan Dasar, 5(2), 104–119. https://doi.org/10.21067/jbpd.v5i2.5541
Dita, K. I., Nunaki, J. H., Nasir, N. I. R. F., Winarno, N., Damopolii, I., & Latjompoh, M. (2024). Flipbook digital sistem peredaran darah manusia: Dampaknya terhadap hasil belajar siswa. Biogenesis, 20(2), 55–70. http://dx.doi.org/10.31258/biogenesis.20.2.55-70
Dzulfikry, R., Bundu, P., & Saud, S. (2024). Interactive Biology media learning development based on Google Site to developing the learning result. Journal of Multidisciplinary Academic Business Studies, 1(3), 269–282. https://doi.org/10.35912/jomabs.v1i3.2096
Großmann, N., & Wilde, M. (2019). Experimentation in biology lessons: Guided discovery through incremental scaffolds. International Journal of Science Education, 41(6), 759–781. https://doi.org/10.1080/09500693.2019.1579392
Gulo, A. (2022). Penerapan Model Discovery Learning Terhadap Hasil Belajar Peserta Didik Pada Materi Ekosistem. Educativo: Jurnal Pendidikan, 1(1), 307–313. https://doi.org/10.56248/educativo.v1i1.54
Hassan, M. A., Habiba, U., Majeed, F., & Shoaib, M. (2021). Adaptive gamification in e-learning based on students’ learning styles. Interactive Learning Environments, 29(4), 545–565. https://doi.org/10.1080/10494820.2019.1588745
Hidayati, N. (2019). Collaboration skill of biology students at Universitas Islam Riau, Indonesia. International Journal Of Scientific & Technology Research, 8(11), 208–211.
Hole, T. N. (2015). Developing collaboration as a transferrable skills in biology tertiary education. Literacy Information and Computer Education Journal, 6(3), 1971–1975. https://infonomics-society.org/wp-content/uploads/licej/published-papers/volume-6-2015/Developing-Collaboration-as-a-Transferrable-Skills-in-Biology-Tertiary-Education.pdf
Janssen, F. J. J. M., Westbroek, H. B., & van Driel, J. H. (2014). How to make guided discovery learning practical for student teachers. Instructional Science, 42(1), 67–90. https://doi.org/10.1007/s11251-013-9296-z
Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86. https://doi.org/10.1207/s15326985ep4102_1
Makoolati, N., Amini, M., Raisi, H., Yazani, S., & Razeghi, A. (2015). The effectiveness of Guided Discovery Learning on the learning and satisfaction of nursing students. Hormozgan Medical Journal, 18(6), 490–496. https://hmj.hums.ac.ir/Article/87685
Marjan, J., Arnyana, I. B. P., & Setiawan, I. G. A. N. (2014). Pengaruh Pembelajaran Pendekatan Saintifik Terhadap Hasil Belajar Biologi Dan Keterampilan Proses Sains Siswa MA. Mu allimat NW Pancor Selong Kabupaten Lombok Timur Nusa Tenggara Barat. Jurnal Pendidikan Dan Pembelajaran IPA Indonesia, 4(1), 1–12. https://ejournal-pasca.undiksha.ac.id/index.php/jurnal_ipa/article/view/1316
Matthews, K. E., Adams, P., & Goos, M. (2010). Using the Principles of BIO2010 to Develop an Introductory, Interdisciplinary Course for Biology Students. CBE Life Sciences Education, 9(3), 290–297. https://doi.org/10.1187/cbe.10-03-0034
Nasir, N. I. R. F., Damopolii, I., & Nunaki, J. H. (2020). Pengaruh pembelajaran inkuiri terhadap level berpikir siswa SMA. Bioilmi: Jurnal Pendidikan, 6(2), 112–119. https://doi.org/10.19109/bioilmi.v6i2.6948
Nasir, N. I. R. F., Mahanal, S., Ekawati, R., Damopolii, I., Supriyono, S., & Rahayuningsih, S. (2024). Primary school students’ knowledge about animal life cycle material: The survey study. Journal of Research in Instructional, 4(1), 253–262. https://doi.org/10.30862/jri.v4i1.320
Noviyanti, E., Rusdi, R., & Ristanto, R. H. (2019). Guided Discovery Learning Based on Internet and Self Concept: Enhancing Student’s Critical Thinking in Biology. Indonesian Journal of Biology Education, 2(1). https://doi.org/10.31002/ijobe.v2i1.1196
Nurlaili, R., Zubaidah, S., & Kuswantoro, H. (2021). Pengembangan E-module Berbasis Discovery Learning untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas XII Berdasarkan Penelitian Analisis Korelasi Kanonik dari Persilangan Tanaman Kedelai. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 6(2), 213–219. https://doi.org/10.17977/jptpp.v6i2.14451
Nusantari, E., Abdul, A., Damopolii, I., Alghafri, A. S. R., & Bakkar, B. S. (2021). Combination of Discovery Learning and Metacognitive Knowledge Strategy to Enhance Students’ Critical Thinking Skills. European Journal of Educational Research, 10–(4), 1781–1791. https://doi.org/10.12973/eu-jer.10.4.1781
Octaviana, F., Wahyuni, D., & Supeno, S. (2022). Pengembangan e-lkpd untuk meningkatkan keterampilan kolaborasi siswa SMP pada pembelajaran IPA. Edukatif: Jurnal Ilmu Pendidikan, 4(2), 2345–2353. https://doi.org/10.31004/edukatif.v4i2.2332
Pambudi, G. D., Winangsih, F., Nunaki, J. H., Nusantari, E., & Damopolii, I. (2022). Encouraging students’ metacognitive skills through inquiry learning. Inornatus: Biology Education Journal, 2(1), 43–52. https://doi.org/10.30862/inornatus.v2i1.272
Pubian, Y. M., & Herpratiwi, H. (2022). Penggunaan Media Google Site Dalam Pembelajaran Untuk Meningkatkan Efektifitas Belajar Peserta Didik Sekolah Dasar. Akademika: Jurnal Teknologi Pendidikan, 11(01), 163–172. http://dx.doi.org/10.34005/akademika.v11i01.1693
Reynolds, R., & Chiu, M. M. (2013). Formal and informal context factors as contributors to student engagement in a guided discovery-based program of game design learning. Learning, Media and Technology, 38(4), 429–462. https://doi.org/10.1080/17439884.2013.779585
Riaz, M., & Din, M. (2023). Collaboration as 21st Century Learning Skill at Undergraduate Level. Sjesr, 6(1), 93–99. https://doi.org/10.36902/sjesr-vol6-iss1-2023(93-99)
Ristanto, R., Sabri?na, A., & Komala, R. (2022). Critical Thinking Skills of Environmental Changes: A Biological Instruction Using Guided Discovery Learning-Argument Mapping (GDL-AM). Participatory Educational Research, 9(1), 173–191. https://doi.org/10.17275/per.22.10.9.1
Rusmalinda, R., & Syaifudin, A. (2022). Keefektifan model discovery learning dengan team assisted individualization (D-TAI) terhadap keterampilan kolaborasi peserta didik. Al-Ikmal: Jurnal Pendidikan, 1(1), 59–76. https://journal.iaidalampung.ac.id/index.php/al-ikmal/article/view/26
Santi, T. K. (2023). The Exploration of the Surrounding Nature Approach with the Discovery Learning Model for Biology Learning Outcomes. Jurnal Penelitian Pendidikan IPA, 9(6), 4443–4449. https://doi.org/10.29303/jppipa.v9i6.3508
Sartono, N., Rusdi, R., & Handayani, R. (2018). Pengaruh pembelajaran process oriented guided inquiry learning (pogil) dan discovery learning terhadap kemampuan berpikir analisis siswa sman27 Jakarta pada materi sistem imun. BIOSFER: Jurnal Pendidikan Biologi, 10(1), 58–64. https://doi.org/10.21009/biosferjpb.10-1.8
Setyantoko, E., Nunaki, J. H., Jeni, J., & Damopolii, I. (2023). Development of human digestive system e-module to improve students’ learning outcomes during pandemic. AIP Conference Proceedings, 2540, 020002. https://doi.org/10.1063/5.0105782
Sevtia, A. F., Taufik, M., & Doyan, A. (2022). Pengembangan Media Pembelajaran Fisika Berbasis Google Sites untuk Meningkatkan Kemampuan Penguasaan Konsep dan Berpikir Kritis Peserta Didik SMA. Jurnal Ilmiah Profesi Pendidikan, 7(3), 1167–1173. https://doi.org/10.29303/jipp.v7i3.743
Simorangkir, A., & Napitupulu, M. A. (2020). Analisis kesulitan belajar siswa pada materi sistem ekskresi manusia. Jurnal Pelita Pendidikan, 8(1), 1–11. https://doi.org/10.24114/jpp.v8i1.11247
Sipayung, H. D., Rahmatsyah, Sani, R. A., Bunawan, W., & Lubis, R. H. (2019). Effect of collaborative inquiry learning model to 4C student skills in high school. Jurnal Pendidikan Fisika, 8(1), 29–38. https://doi.org/10.22611/jpf.v8i1.10639
Sitiatava, P. R. (2013). Desain Belajar Mengajar Kreatif Berbasis Sains. Diva Press.
Styers, M. L., Van Zandt, P. A., & Hayden, K. L. (2018). Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills. CBE—Life Sciences Education, 17(3), ar39. https://doi.org/10.1187/cbe.16-11-0332
Sudrajat, A. K., Ibrohim, I., Susilo, H., & Purwinda, A. D. (2023). Perceptions of prospective biology teachers about collaboration in the prospective teacher training program. JPBI (Jurnal Pendidikan Biologi Indonesia), 9(3), 394–401. https://doi.org/10.22219/jpbi.v9i3.29097
Syafii, I. (2022). Pengaruh model pembelajaran discovery learning terhadap keterampilan kolaborasi siswa pada materi larutan penyangga. Jurnal Pendidikan Indonesia : Teori, Penelitian, Dan Inovasi, 2(5). https://doi.org/10.59818/jpi.v2i5.340
Tambunan, M. A., & Siagian, P. (2022). Pengembangan media pembelajaran interaktif berbasis website (Google sites) pada materi fungsi di SMA Negeri 15 Medan. Humantech : Jurnal Ilmiah Multidisiplin Indonesia, 1(10), 1520–1533. https://doi.org/10.32670/ht.v1i10.2166
West, J., Hopper, P. F., & Hamil, B. (2010). Science Literacy: Is classroom instruction enough. National Forum of Teacher Education Journal, 20(3), 1–6. http://www.nationalforum.com/Electronic%20Journal%20Volumes/West,%20Jeff%20Science%20Literacy-Is%20Classroom%20Instruction%20Enough%20NFTEJ%20V20%20N%203%202010.pdf
White, J., Paslawski, T., & Kearney, R. (2013). ‘Discovery learning’: An account of rapid curriculum change in response to accreditation. Medical Teacher, 35(7), e1319--e1326. https://doi.org/10.3109/0142159X.2013.770133
Widodo, S., & Wardani, R. K. (2020). Mengajarkan Keterampilan Abad 21 4C (Communication, Collaboration, Critical Thinking and Problem Solving, Creativity and Innovation) di Sekolah Dasar. MODELING: Jurnal Program Studi PGMI, 7(2), 185–197. https://doi.org/10.69896/modeling.v7i2.665
Xu, J., Campisi, P., Forte, V., Carrillo, B., Vescan, A., & Brydges, R. (2018). Effectiveness of discovery learning using a mobile otoscopy simulator on knowledge acquisition and retention in medical students: A randomized controlled trial. Journal of Otolaryngology-Head & Neck Surgery, 47(1), 1–8. https://doi.org/10.1186/s40463-018-0317-4
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Ali Mustofa, Wachidah Hayuana, Insar Damopolii, Ibrohim Ibrohim, Herawati Susilo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Biology Education Journal Posting Your Article Policy at http://journalfkipunipa.org/index.php/ibej/about
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
Copyright
Authors who publish with Inornatus Biology Education jurnal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.