The Effect of Problem-Based and Discovery Learning Models with the Science Approach to the Understanding Concept and Science Process Skills of the Student

Abstract

This research aims to determine the differences in science process skills between students who follow the learning with problem-based learning model with scientific approach and students who follow learning discovery learning with scientific approach; differences in physics learning result between students who follow learning with problem-based learning model with scientific approach and students who follow learning discovery learning with scientific approach. This research type is quasi experiment with 2×2 factorial design. Sampling using cluster random sampling technique, and research instrument in the form of essay test for science process skill and multiple choice test for physics study result tested validation, reliability, difficulty level, and different problem. The final data (post-test) was tested for normality, homogeneity, and hypothesis with two-t test samples, as well as further tests with the statistical manova Hotelling s Trace. Hypothesis test used is t-test polled variance. The results of t_Calculate are consulted with t-test table at 5% significance level. From the research results obtained as follows: (1) there is influence of discovery learning and problem-based learning model with scientific approach to understanding concept result (t_Calculate = 4.1> t_table = 1.99); (2) there is influence of discovery learning and problem-based learning model with scientific approach to students physics science process skill (t_Calculate = 5,01> t_table = 1,99); (3) there is influence of discovery learning and problem-based learning model with scientific approach to understanding concept and students physics science process skill (F_Calculate = 15,57> F_Table = 1,78). This suggests that the problem-based learning model with a scientific approach is better than the discovery learning model with the scientific approach. Keywords—problem-based learning, discovery learning, scientific approach, understanding concept, science process skills