Strengthening Chemistry Learning Outcomes through Discovery Learning and Laboratory Activities on Colloidal Systems Material
Abstract
Purpose of the study: This research aims to improve students' chemistry learning outcomes using the discovery method through laboratory activities on the concept of colloidal systems.
Methodology: The method used in this study was classroom action research with a sample of 33 students taught using the discovery method through laboratory activities. The classroom action research consisted of two research cycles, each with stages including planning, implementation, observation, and reflection. The research instruments used were observation sheets, questionnaires, learning outcome tests, and teacher and student interviews.
Main Findings: From the results of this thesis research, it is obtained an overview that this research has achieved the criteria that have become the limit of success indicators shown through the increase in the category of aspects of active student participation in learning in each cycle. Likewise, the learning outcome test saw an increase in the average score in cycle I of 68.09 increasing to 74.81 and no more students received a score below 60.00. Similarly, the results of student interviews responded positively to the learning process using the discovery method through laboratory activities.
Novelty/Originality of this study: This research offers novelty through the integration of discovery learning methods with structured laboratory activities on the concept of colloidal systems to improve student learning outcomes. This approach emphasizes active student engagement through experimentation and problem-solving. These findings complement previous studies by demonstrating the effectiveness of the combination of inquiry learning and practicum in improving conceptual understanding and student participation.
References
T. Tusriyanto, S. Siminto, and H. K. Azzaakiyyah, “Innovative strategies to enhance the quality of higher education management: Human resource development and the critical role of communication,” J. Contemp. Adm. Manag., vol. 2, no. 1, pp. 331–336, 2024, doi: 10.61100/adman.v2i1.128.
T. Sumual, H. Lumapow, and V. Rotty, “The role of human capital investment in improving the quality of human resources (HR) in education in the digital era,” Asian J. Eng. Soc. Heal., vol. 3, no. 11, pp. 2520–2528, 2024, doi: 10.46799/ajesh.v3i11.449.
B. Al-Ajmi and A. Ambusaidi, “The level of scientific argumentation skills in chemistry subject among grade 11th students: The role of logical thinking,” Sci. Educ. Int., vol. 33, no. 1, pp. 66–74, 2022, doi: 10.33828/sei.v33.i1.7.
M. Jamil, T. B. Bokhari, and Q. Zia, “Qualitative content analysis for critical thinking and skill development: A case of chemistry curriculum,” J. Asian Dev. Stud., vol. 13, no. 1, pp. 147–155, Feb. 2024, doi: 10.62345/jads.2024.13.1.12.
S. Setiawaty, I. R. Lukman, R. Imanda, S. Sudirman, and R. Rauzatuzzikrina, “Integrating mobile augmented reality applications through inquiry learning to improve students’ science process skills and concept mastery,” J. Pendidik. IPA Indones., vol. 13, no. 1, pp. 90–102, 2024, doi: 10.15294/jpii.v13i1.48891.
P. O. Ngozi, “Enhancing science process skills acquisition in chemistry among secondary school students through context-based learning,” Sci. Educ. Int., vol. 32, no. 4, pp. 323–330, 2018, doi: 10.33828/sei.v32.i4.7.
R. Rusmansyah, E. Emelia, A. Winarti, A. Hamid, M. Mahdian, and A. E. Kusuma, “Development of interactive e-modules of PjBL models to improve understanding of colloidal concepts,” J. Penelit. Pendidik. IPA, vol. 9, no. 4, pp. 2173–2183, 2023, doi: 10.29303/jppipa.v9i4.1853.
F. Ssemugenyi, “Teaching and learning methods compared: A pedagogical evaluation of problem-based learning (PBL) and lecture methods in developing learners’ cognitive abilities,” Cogent Educ., vol. 10, no. 1, pp. 1–20, 2023, doi: 10.1080/2331186X.2023.2187943.
Q. M. Zheng et al., “The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis,” BMC Med. Educ., vol. 23, no. 1, pp. 1–11, 2023, doi: 10.1186/s12909-023-04531-7.
F. La Braca and C. S. Kalman, “Comparison of labatorials and traditional labs: The impacts of instructional scaffolding on the student experience and conceptual understanding,” Phys. Rev. Phys. Educ. Res., vol. 17, no. 1, pp. 1–29, 2021, doi: 10.1103/PhysRevPhysEducRes.17.010131.
S. Prayogi and N. N. S. P. Verawati, “Physics learning technology for sustainable development goals (SDGs): A literature study,” Int. J. Ethnoscience Technol. Educ., vol. 1, no. 2, pp. 155–191, 2024, doi: 10.33394/ijete.v1i2.12316.
R. Rosnidar, Y. Yusrizal, M. Mustafa, and S. Susanna, “Application of discovery learning model in increasing student interest and learning outcomes,” J. Penelit. Pendidik. IPA, vol. 7, no. 4, pp. 542–548, 2021, doi: 10.29303/jppipa.v7i4.745.
E. Guntoro, M. Z. M. Yusoff, and A. E. Pohan, “Implementation of discovery learning method: Improving students learning outcomes and positive attitudes,” J. Prof. Learn. Sustain. Educ., vol. 1, no. 2, pp. 67–74, 2024, doi: 10.62568/jplse.v1i2.282.
H. Husni, “The effect of inquiry-based learning on religious subjects learning activities: An experimental study in high schools,” J. Penelit. Pendidik. Islam, vol. 8, no. 1, pp. 43–53, 2020, doi: 10.36667/jppi.v8i1.434.
Y. R. Ho, B. Y. Chen, and C. M. Li, “Thinking more wisely: using the Socratic method to develop critical thinking skills amongst healthcare students,” BMC Med. Educ., vol. 23, no. 1, pp. 1–16, 2023, doi: 10.1186/s12909-023-04134-2.
A. Saleem, H. Kausar, and F. Deeba, “Social constructivism: A new paradigm in teaching and learning environment,” Perenn. J. Hist., vol. 11, no. 11, pp. 403–421, 2021, doi: 10.52700/pjh.v2i2.86.
R. Haryadi and H. Pujiastuti, “PhET simulation software-based learning to improve science process skills,” J. Phys. Conf. Ser., vol. 1521, no. 2, pp. 1–6, 2020, doi: 10.1088/1742-6596/1521/2/022017.
E. Brieger, V. Arghode, and G. McLean, “Connecting theory and practice: reviewing six learning theories to inform online instruction,” Eur. J. Train. Dev., vol. 44, no. 4/5, pp. 321–339, Jan. 2020, doi: 10.1108/EJTD-07-2019-0116.
D. Butler and M. Leahy, “Developing preservice teachers’ understanding of computational thinking: A constructionist approach,” Br. J. Educ. Technol., vol. 52, no. 3, pp. 1060–1077, 2021, doi: 10.1111/bjet.13090.
Dwikoranto et al., “Effectiveness of project based laboratory learning to increase student’s science process akills and creativity,” J. Phys. Conf. Ser., vol. 1491, no. 1, pp. 1–12, 2020, doi: 10.1088/1742-6596/1491/1/012006.
Dwikoranto et al., “Increasing the potential of tudent science process skills through project based laboratory,” J. Phys. Conf. Ser., vol. 1569, no. 4, pp. 1–8, 2020, doi: 10.1088/1742-6596/1569/4/042066.
P. F. Putri and E. R. Mawarnis, “Development of discovery learning-based laboratory instructions integrated with quranic values for senior high school grade XI,” Edusainstika J. Pembelajaran MIPA, vol. 4, no. 1, pp. 50–60, 2024, doi: 10.31958/je.v4i1.11768.
R. N. Khairani and A. K. Prodjosantoso, “Application of discovery learning model based on blended learning to activities and learning outcomes,” J. Penelit. Pendidik. IPA, vol. 9, no. 10, pp. 8974–8981, 2023, doi: 10.29303/jppipa.v9i10.4402.
T. A. Prasetya and C. T. Harjanto, “Improving learning activities and learning outcomes using the discovery learning method,” VANOS J. Mech. Eng. Educ., vol. 59, no. 1, pp. 59–66, 2020, [Online]. Available: http://jurnal.untirta.ac.id/index.php/vanos
A. Z. Ilma, A. Istiandaru, and N. S. Ritasari, “Implementing discovery learning model using virtual laboratory: An insight to differentiation learning strategies,” J. Penelit. Pendidik. IPA, vol. 10, no. 4, pp. 2110–2117, 2024, doi: 10.29303/jppipa.v10i4.5784.
M. Hertzum, “Information seeking by experimentation: Trying something out to discover what happens,” J. Assoc. Inf. Sci. Technol., vol. 74, no. 4, pp. 383–387, 2023, doi: 10.1002/asi.24740.
A. D. Wardani et al., “Student learning motivation: A conceptual paper,” in Proceedings of the 2nd Early Childhood and Primary Childhood Education (ECPE 2020) Student, 2020, pp. 275–278. doi: 10.2991/assehr.k.201112.049.
Z. Fajri, H. Baharun, C. Muali, Shofiatun, L. Farida, and Y. Wahyuningtiyas, “Student’s learning motivation and interest; The effectiveness of online learning during COVID-19 pandemic,” J. Phys. Conf. Ser., vol. 1899, no. 1, pp. 1–10, 2021, doi: 10.1088/1742-6596/1899/1/012178.
E. I. Muhayati, W. Trisnawaty, and S. Subaidah, “Implementation of discovery learning models to improve students mathematic learning outcomes,” J. Penelit. Pendidik. IPA, vol. 9, no. 5, pp. 3975–3980, 2023, doi: 10.29303/jppipa.v9i5.2190.
C. A. Mertler, “Action research: Improving schools and empowering educators, fourth edition,” Alberta J. Educ. Res., vol. 63, no. 1, pp. 109–111, 2017.
S. L. Enala, M. Robinson, and K. Bibian, “The meaning and role of action research in education,” Multidiscip. J. Lang. Soc. Sci. Educ., vol. 4, no. 2, pp. 115–128, 2021, [Online]. Available: https://journals.unza.zm/index.php/mjlsse/article/view/637/555
C. Yang, L. Luo, M. A. Vadillo, R. Yu, and D. R. Shanks, Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review, vol. 147, no. 4. 2021. doi: 10.1037/bul0000309.
G. M. Fix, B. Kim, M. A. Ruben, and M. B. McCullough, “Direct observation methods: A practical guide for health researchers,” PEC Innov., vol. 1, no. October 2021, pp. 1–7, 2022, doi: 10.1016/j.pecinn.2022.100036.
C. W. Hoerudin, S. Syafruddin, A. Mayasari, O. Arifudin, and S. Lestari, “E-Learning as a learning media innovation islamic education,” QALAMUNA J. Pendidikan, Sos. dan Agama, vol. 15, no. 1, pp. 723–734, 2023, doi: 10.37680/qalamuna.v15i1.4466.
U. Usmadi, H. Hasanah, and E. Ergusni, “The Impact of the implementation three-step interview cooperative learning model in mathematics learning toward the learners’ activities and outcomes,” Malikussaleh J. Math. Learn., vol. 3, no. 1, pp. 8–12, 2020, doi: 10.29103/mjml.v3i1.2447.
R. Peng and R. Fu, “The effect of Chinese EFL students’ learning motivation on learning outcomes within a blended learning environment,” Australas. J. Educ. Technol., vol. 37, no. 6, pp. 61–74, 2021, doi: 10.14742/ajet.6235.
C. J. Hellín, F. Calles-Esteban, A. Valledor, J. Gómez, S. Otón-Tortosa, and A. Tayebi, “Enhancing student motivation and engagement through a gamified learning environment,” Sustain., vol. 15, no. 19, pp. 1–20, 2023, doi: 10.3390/su151914119.
T. Ayadat, D. Ahmed, S. Chowdhury, and A. Asiz, “Measurable performance indicators of student learning outcomes: A case study,” Glob. J. Eng. Educ., vol. 22, no. 1, pp. 40–50, 2020.
E. Evendi and N. N. S. P. Verawati, “Evaluation of student learning outcomes in problem-based learning: Study of its implementation and reflection of successful factors,” J. Penelit. Pendidik. IPA, vol. 7, no. SpecialIssue, pp. 69–76, Nov. 2021, doi: 10.29303/jppipa.v7iSpecialIssue.1099.
M. Ramzan, Z. K. Javaid, A. Kareem, and S. Mobeen, “Amplifying classroom enjoyment and cultivating positive learning attitudes among ESL learners,” Pakistan J. Humanit. Soc. Sci., vol. 11, no. 2, pp. 2298–2308, 2023, doi: 10.52131/pjhss.2023.1102.0522.
E. S. Kibga, J. Sentongo, and E. Gakuba, “Effectiveness of hands-on activities to develop chemistry learners’ curiosity in community secondary schools in Tanzania,” J. Turkish Sci. Educ., vol. 18, no. 4, pp. 605–621, 2021, doi: 10.36681/tused.2021.93.
E. S. Kibga, E. Gakuba, and J. Sentongo, “Developing students’ curiosity through chemistry hands-on activities: A case of selected community secondary schools in dar es salaam, Tanzania,” Eurasia J. Math. Sci. Technol. Educ., vol. 17, no. 5, pp. 1–17, 2021, doi: 10.29333/ejmste/10856.
Copyright (c) 2024 Hilmina Hilmina, Abu Ahmad
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and acknowledge that the Journal of Chemical Learning Innovation is the first publisher licensed under a Creative Commons Attribution 4.0 International License.
- 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 and earlier and greater citation of published work.
.png)
.png)
