Proceedings of the 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)

The Effect of Guided Discovery and STAD Learning Models on Students’ Critical Thinking and Scientific Process Skills on Environmental Pollution Topic in MAPN 4 Medan

Authors
Ayyub JW Prayogi, Ely Djulia, Syahmi Edi
Corresponding Author
Ayyub JW Prayogi
Available Online December 2019.
Keywords
Guided Discovery, STAD, Critical Thinking Skill, Scientific Process Skill
Abstract
This study aimed to determine the effect of Guided Discovery and STAD learning models on students’: (1) critical thinking skill; (2) scientific process skill in grade X of MAPN 4 Medan. The research method used was quasi-experimental with a sample of 3 classes determined by cluster random sampling. X-1 class was taught by Guided Discovery learning model, class X-3 was taught by STAD learning model and class X-2 (control) was taught by conventional learning model. The research instrument used was a test instrument for the results of critical thinking skill and scientific process skill in the form of essay tests. The data analysis technique used was Covariate Analysis (ANACOVA) at a significance level of α = 0.05 by using SPSS 21.0. The results showed: (1) there was a significant effect of the learning model on students' critical thinking skill (F = 4,410; P = 0,015). The results of students' critical thinking skill who were taught by the Guided Discovery learning model (83.61 ± 7.33) were not significantly different with the STAD learning model (80.71 ± 8.67) (P = 0.35) but differed significantly with conventional learning model (77.86 ± 10.16) (P = 0.01) and students’ critical thinking skill who were taught by the STAD learning model (80.71 ± 8.67) were not significantly different with conventional learning model (77.86 ± 10.16) (P=0.36). (2) There was a significant effect of the learning model on scientific process skill (F = 17,196; P = 0,000). The students’ scientific process skill who were taught by the Guided Discovery learning model (87.36 ± 5.74) were not significantly different with the STAD learning model (84.77 ± 5.54) (P = 0.10) but differed significantly with the conventional learning model (80.26 ± 4.35) (P = 0.00) and the students’ scientific process skill who were taught by STAD learning model (84.77 ± 5.54) differed significantly with the conventional learning model (80.26 ± 4.35) (P = 0.00 ) As a follow-up of the results of this study it was expected that teachers can apply Guided Discovery and STAD learning models to environmental pollution topic in an effort to improve the results of students’ critical thinking and scientific process skill.
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Proceedings
4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
December 2019
ISBN
978-94-6252-872-7
ISSN
2352-5398
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Ayyub JW Prayogi
AU  - Ely Djulia
AU  - Syahmi Edi
PY  - 2019/12
DA  - 2019/12
TI  - The Effect of Guided Discovery and STAD Learning Models on Students’ Critical Thinking and Scientific Process Skills on Environmental Pollution Topic in MAPN 4 Medan
BT  - 4th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2019)
PB  - Atlantis Press
SP  - 405
EP  - 409
SN  - 2352-5398
UR  - https://www.atlantis-press.com/article/125928356
ID  - Prayogi2019/12
ER  -