The Effect of Guided Discovery Learning Strategy using Students’

Worksheet (LKS) to the Learning Outcomes on IPA Physics of

Grade VIII Students in SMP N 24 Padang

RachmatRizaldi, Edi Azwar, Nana Mardiana, Miftahul Husna, Sheila Fitriana

Universitas Islam Sumatera Utara, Medan, Indonesia

Keywords: Guided Discovery, LKS, Learning Outcomes

Abstract: The student’s achievement which is low on IPA Physics competency is predicted as the result of the less

effective of learning strategy used in learning process. One of learning strategies which is considered

effective is Guided Discovery Strategy using LKS. This research aims to know the effect of the strategy on

the learning outcomes on IPA Physics of Grade VIII students in SMP N 24 Padang. Research design used is

Quasi Experiment Research using Randomized Control Group Only Design. The population is all the Grade

VIII students in the academic year 2012/2013 except the VIII-A students as the excellence class. Purpose

Sampling Technique is used in defining the sample. Data are collected by using written test for cognitive

aspect, observation sheet for affective aspect, and scoring rubrics for psychomotor aspect. T-test of 0,05 is

used to analyse the data. The results show that the average scores of experiment class for cognitive aspect

are 70,5 and of control class 62,58; of class experiment on affective aspect 77,93 and of control class 70,45;

and, of experiment class for psychomotor aspect 77,13 and of control class 72.96. Hypothesis is tested using

t-test, which for cognitive aspect obtained t

count

=2,51, for affective aspect t

count

=7,69, and for psychomotor

aspect t

count

=4,27, and t

table

= 1,67 on the level of 0,05. It means that t

count

table,

so Ho is rejected. The

conclusion of this research is that there is an effect of the implementation of Guided Discovery Strategy

using LKS to the learning outcomes on IPA Physics of Grade VIII students in SMP N 24 Padang

1 INTRODUCTION

Qualified Education is the vision of the government

for education aspect. Qualified education will also

produce a qualified output. The output can be seen

on the high level of academic and non academic

learning competencies. In the education aspect, the

quality of the graduates assesses based on the

compatibility of student’s ability as stated in the

curriculum. The curriculum implemented now in

Indonesia is Level of Educational Curriculum

(KTSP) which demands mastery learning based on

Minimum Mastery Criteria (KKM). The efforts done

in meeting the requirements of KTSP in increasing

qualification process and learning outcomes on IPA

Physics are increasing the qualification of the

teachers through upgrading sessions, maximalizing

the learning process in the class by providing

supportive tools such as learning materials

procurement, learning tools improvement, and also

learning facilities and infrastucture improvement.

Although many efforts have been done, the

achievement of learning outcome of Natural

Sciences (IPA) in SMP is still not optimal. This can

be based on the result of second semester Final Test

(UAS) on IPA of Grade VIII students in SMP N 24

Padang in academic year 2011/2012 which are

generally less than the KKM of the subject which is

75, as in Table 1 below

Table 1: The Average Scores of Second Semester Final

Test (UAS) of IPA of Grade VIII Students in SMP N 24

Padang

No Class Avera

e Score

1 VIIIA 65,80

2 VIIIB 55,75

3 VIIIC 58,48

4 VIIID 63,40

5 VIIIE 55,60

6 VIIIF 53,43

7 VIIIG 54,71

8 VIIIH 50,01

578

Rizaldi, R., Azwar, E., Mardiana, N., Husna, M. and Fitriana, S.

The Effect of Guided Discovery Learning Strategy using Students’ Worksheet (LKS) to the Learning Outcomes on IPA Physics of Grade VIII Students in SMP N 24 Padang.

DOI: 10.5220/0008890705780583

In Proceedings of the 7th International Conference on Multidisciplinary Research (ICMR 2018) - , pages 578-583

ISBN: 978-989-758-437-4

Based on Table 1, it can be seen that the

achievement of IPA competency of the students is

low. The average score of Final Test on IPA of the

students is under KKM, 75. The cause predicted is

there is uncentered-learning process to the students,

which results the low competency achievement of

the students.

The low basic competency achievement of the

students relates to the less of students involvement

in learning process. The less of involvement is

caused by unvaried learning strategy used. Therefore

the learning strategy implemented by the teacher

must be varied so the student desires to be active in

learning process especially Physics.

Based on the problems faced in learning Physics

above, a strategy in learning effectively to solve a

problem is needed. Learning strategy implemented

must be able to involve the students in every

learning activity. It can be realized if the teacher is

able to implement various learning strategies such as

expository, cooperative, and discovery learning

strategies.

Discovery Learning Strategy is a strategy which

strives the students to be able to assimilate a concept

or a principle. Students are able to observe, to

absorb, to understand, to categorise, to hypothesise,

to explain, to estimate, andto conclude, etc. The

strategy lets the students find out the solution or

experience the problem themselves. Teacheronly

guides and gives instruction.

The implementation of discovery strategy is the

way to teach which involves the students in a mental

activity through sharing idea process, discussing,

reading or trying out themselves, in order to make

the students to be able to learning by themselves

(Roestiya, 2008, p. 20). The implementation of

discovery strategy can assist the teachers in

increasing the involvement of the students in

learning process. Thus, the researcher is interested to

implement the discovery strategy in learning process

using Student’s Worksheet (LKS). LKS is papers

which contain a guidance for students to do

programmed activities (Depdiknas, 2008, p. 100)

The implementation of Guided Discovery

Strategy using LKS can direct the students’

activities in the class and also can make the students

pay more attention to the teacher’s explanation.

Students must work on their own ways to find out a

concept by answering the question in the LKS given.

Through the strategy students are trained to learn

more themselves. (Suherman, 2003: 214). Teacher

gives a general problem to the students to be solved.

The student starts to solve the problem by observing

a complex or specific example to get a general

principle.

Learning process using discovery strategy must

pay attention to the knowledge of prerequisites had

by the students before doing discovery

(Siryosubroto, 1997, p. 199-200). Using correct

steps the teacher can assist the students to discover

the result as expected.

The goal of this research is to know the effect of

guided discovery learning strategy using LKS on the

learning achievement of IPA Physics of VIII

students in SMP N 24 Padang. Subject of lesson

discussed is the materials of second semester of VIII

students about vibration, frequency, and sound

2 RESEARCH METHOD

The research method used is Quasi Experiment

Research with Randomized Control Group only

Design. See Table 2 below

Table 2: Method Framework.

Class Pretest Treatment Postest

Experiment - X T

Control - - T

The X in the table is the treatment given to the

experiment class that is the implementation of

Guided Discovery Strategy using LKS. T2 is the

final test given to the experiment class and control

class in the final of the learning process

Population is generalizational area which

consists of object or subject which has certain

quality and characteristics which stated by the

research to be learnt. Population of this research is

all the Grade VIII students registered in academic

year 2012/2013 except VIIIA students which is the

excellence students. See Table 3 below

Table 3: The amount of VIII students in SMP N 24

Padang in academic year 2012/2013.

No Class Amount

1 VIIIA 31

2 VIIIB 29

3 VIIIC 29

4 VIIID 30

5 VIIIE 30

6 VIIIF 31

7 VIIIG 29

8 VIIIH 30

Total amount 239

The Effect of Guided Discovery Learning Strategy using Students’ Worksheet (LKS) to the Learning Outcomes on IPA Physics of Grade

VIII Students in SMP N 24 Padang

579

Sample is part of population taken as data source

and represents the population. Sample is taken by

using Purposive Sampling Technique. Purposive

Sampling Technique is a sampling technique based

on some goals and considerations (Sudjana, 2002, p.

168).

A research has variable. Research variable is an

object or activity which has certain variation stated

by the researhers to be learnt and then to be

concluded. Research variables consist of free

variable, bound and control variables. This research

has the implementation of Guided Discovery

Strategy using LKS as free variable, and student

learning outcome on cognitive, affective and

psychomotor aspects as bound variable, and teacher,

learning materials, curriculum, and equal time

allocation as control variable.

A research results data or information obtained

by using intruments. The instruments used in this

research are written test for cognitive aspect,

observation sheet for affective aspect, and scoring

rubrics for psychomotor aspect. For cognitive

aspect, before taking the data, the instrument of the

test is tried out first, then is analysed to obtain valid

test tools, reliability, to get difficulty level, and also

to get good distinguishing power of the questions.

Validity process is need to be done to know the

test quality in the relation to the thing must be

measured. A question is valid if has been measured

the things to be measured (Arikunto, 2009: 57).

Reliability is the accuracy of a tes if it is tested on

the same object (Arikunto, 2009: 100). For

determining the reliability of a test, Kuder

Richaderson (KR-20) equation below can be

implemented































)(

MnM

(1)

M =

∑





(2)

r11 in the equation is the intrument of reliability,

n number of questions, M mean, N test participants,

and S deviation standard.

Reviewed for difficulties level, a good question

is not a too easy or too difficult questions (Arikunto,

2009: 208). The difficult or easy of a question is

shown by the difficulty level of the question. It can

be counted using the following equation

P 

(3)

P in the equation 3 is the proportion of correct

answers or difficulties level. B is the total amount of

participants answer correctly, and Js is total amount

of participants.

A good question also can differenciate students

of high group or low group (Arikunto, 2009: 211).

The number showing the amout of distinguishing

power is called discrimination index or D which can

be counted by the following formula

D 

(4)

D, in the equation, is distinguishing index, B

the

total amount of high group participants answer

correctly, B

total amount of low group participants

answer correctly, J

total amount of high group

participants, and J

total amount of low group

participants.

On the research procedure, how the research

steps managed to be a procedure beginning with the

planning or activity preparation done for research is

elaborated. The steps are arranging the research

schedule and research materials, defining population

and sample, preparing Lesson Plans (RPP) for

experiment class and control class, and preparing

research instruments and LKS. Research steps are

done based on RPP. On the final steps, the activities

of analysing the data obtained from the two classes,

concluding the result obtained from the two sample

classes, and concluding the result obtained in line

with data analysis technique used are done.

Data of this research are the achievement of the

students on 3 aspects; cognitive aspect which

assessed from the final test result, affective and

psychomotor aspects from observation result of

students attitude along the learning process. Then,

data obtained are analysed. Data analysis aims to test

the validitiy of hypothesis proposed in the research.

The normality and homogeneity of the data are

tested first. Normal and homogeneous distributed

data will be tested its hypothesis uses two average

equality test

Normality test aims to know whether the sample

comes from the population which normally or not

distributed. Thus, Liliefors test which consist of

some steps are used. First, data Xi obtained orders

ascending the convert to be Zi raw number using the

equation 5 below





(5)

Xi, in the equation above, is the score obtained

by student i, x is the average score, and S is

ICMR 2018 - International Conference on Multidisciplinary Research

580

deviation standard. The chance of F(Zi) = P (Z < Zi)

is obtained using deviation standard list.

Furthermore, proportion is stated using S(Zi) which

is obtained using the equation 6 below

ZwhichZZnumberofZ

ZiS





,...,

)(

(6)

By counting the deviation of F(Zi) – S(Zi) with

absolute price, which is the greatest price among the

the absolute prices, the deviation obtained is called

Lo. After obtaining Lo and Ltable on the real rate α

= 0,05, the two values is compared. The criteria is if

Lo<Ltable, the sample comes from the population

which normally distributed. And if Lo>Ltable, the

sample comes from unpopulation which normally

distributed.

Homogeneity test aims to know whether two

samples have homogeneous variance or not. F-test is

done to test the homogeneity as the equation 7

below

F 

(7)

F, in the equation 7 above, is data group

variance, S1

is the variance of achievement of

experiment class students, S2

is the variance of

achievement of control class students. If Fcount

obtained is lower than Ftable, the two data groups

have homogeneous variance, vice versa.

Hypothesis test is done using t-test as the

equation 8 below

𝑡











(8)

, in the equation above, is the average score

of experiment class. is the average score of

control class. S is joining deviation standard. n1 is

the number of students of experiment class. n2 is the

number of students of control class. Test criteria is

that Ho is accepted if t> t(1-α) at 0,05 and Ho is

rejected if t has other prices.

Ttable

is obtained from

distribution list of t with degree of freedom (DoF) =

(n1+n2-2) and chance (1-α)

3 RESULT AND DISCUSSION

The research had been conducted on 15 January to 5

March 2013 in SMP N 24 Padang and obtained data

of learning outcomes on IPA Physics of Grade VIII

students. The assessment of learning outcome was

reviewed for three aspects those are cognitive,

affective and psychomotor. The data of cognitive

aspect was obtained through written test in the form

of 20 objective questions. Post test was done to the

two sample classes in the end of research.

Meanwhile, data of affective and psychomotor

aspects were obtained along learning process

through affective and psychomotor assessment

format.

Data of Physics learning outcomes on cognitive,

affective, and psychomotor aspects can be seen at

the Table 4 below

Table 4: The Average Score of Sample Classes on

Cognitive, Affective and Psychomotor Aspects

Class

Average Score (

)

Cognitive Affective

Psycho

moto

Experiment

70,5 77,93 77,13

Control

62,58 70,45 72,96

Table 4 above shows that the average scores of

experiment class on cognitive, affective, and

psychomotor aspects are higher than control class.

Statistic analysis of equation test of two averages

is needed to know whether the difference of Physics

learning outcome of the students on the three aspects

has meaning or not.

At cognitive aspect, the result of normality test

using Lilefors test at sample class was obtained as

the following table

Table 5: The Result of Normality Test of Sample Class at

Cognitive Aspect.

Class N



Experiment 30 0,05 0,1214 0,161

Control 29 0,05 0,1349 0,161

Table 5 above shows that L

<Lt which means

that the data of the two sample classes comes from

population which normally distributed. Moreover,

homogeneity test is done.

Homogeneity test is done using F test. The result

obtained is as in the Table 6 below

The Effect of Guided Discovery Learning Strategy using Students’ Worksheet (LKS) to the Learning Outcomes on IPA Physics of Grade

VIII Students in SMP N 24 Padang

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Table 6: The Result of Homogeneity Test of Sample

Classes at Cognitive Aspect.

Class



count

table

Experiment

0.05 1,125 1,87

Control

Table 6 above shows that F

count

< F

table

which

means that learning outcomes of students at each

experiment class and control class have

homogeneous variance.

Based on normality test and homogeneity test

done for experiment class and control class, it is

obtained that the data of learning outcomes of the

two classes are normally distributed and have

homogeneous variance. T-test is done to test the

hypothesis.

The results of t-test obtain that t

count

= 2,51 and

table

= 1,67. The acceptance of Null Hypothesis (Ho)

criteria is if t

count

table

. It is obtained that t

count

= 2,51

is on the outside area of acceptance Ho. The result

shows that there is a significant difference on the

learning outcome of students in experiment class and

control clas. It is proved with the average score of

students in experiment class is higher than control

class. It can be concluded that there is a significant

influence of the implementation of Guided

Discovery Strategy using LKS on the learning

outcomes on IPA Physics of VIII students in SMP

N 24 Padang at cognitive aspect.

At the affective aspect, the result of normality

test using Liliefors test for sample class is obtained

as table 7 below

Table 7: The Result of Normality Test of Sample Classes

at Affective Aspect

Class N



Experiment 30 0,05 0,1376 0,161

Control 29 0,05 0,1286 0,161

Table 7 above shows that L

<Lt so that the data

of the two sample classes comes from the population

which is normally distributed. Furthermore,

Homogeneity test is done.

Homogeneity test is done using F test. Table 8

below shows the result of homogeneity test

Table 8: The Result of Homogeneity Test of Sample

Classes at Affective Aspect.

Class



hitung

Tabel

Experiment

0.05 1,705 1,85

Control

Table 8 above shows that Fcount < Ftable which

means that learning outcomes of the students of

experiment class and control class have

homogeneous variance.

Based on normality test and homogeneity test

done on experiment class and control class, it is

obtained that learning outcomes of the students of

the two sample classes are normally distributed and

have homogeneous variance. T-test is used to test the

hypothesis.

The result of t-test obtains that t

count

= 7,69 and

ttable

= 1,67. The acceptance ofnull hypothesis (Ho)

criteria is t

count

table

. The result shows that t

count

7,69 is at the outside of the acceptance area of Ho.

The result shows that there is a significant difference

of learning outcome of students at experimental

class and control class which is proved with the

average score of students at experimental class is

highger that control class. By that significant

difference, it can be concluded that there is a

significant influence of the implementation of

Guided Discovery Strategy using LKS on the

learning outcomes on IPA Physics of VIII Students

in SMP N 24 Padang at affective aspect.

At psychomotor aspect, the result of normality

test using Liliefors test to the sample classes is

shown in table 9 below

Table 9: The Result of Normality Test of Sample Classes

at Psychomotor Aspect.

Class N



Experiment 30 0,05 0,1197 0,161

Control 29 0,05 0,1465 0,161

Table 9 shows that L

< Lt which means that data

of the two sample classes comes from the population

which is normally distributed. Furthermore,

homogeneity test is done.

Homogeneity test is done using F test. The result

of the test is shown in Table 10 below

Table 10: The Result of Homogeneity Test of Sample

Classes at Psychomotor Aspect.

Class



hitung

Tabel

Ecxeriment

0.05 1,034 1,85

Control

ICMR 2018 - International Conference on Multidisciplinary Research

582

Table 10 shows that F

count

< F

table

which means

that learning outcomes of the students at experiment

class and control class have homogeneous variance.

Based on normality and homogeneity done for

experiment class and control class, it is obtained that

learning outcome of students at experiment class and

control class is normally distributed and have

homogeneous variance. T-test is implemented to test

the hypothesis.

The result of t-test shows that t

count

= 4,27 and

table

= 1,67. The acceptance criteria of null

hypothesis (Ho) is t

count

table

. The result shows that

count

= 4,27 is out of the acceptance area of Ho. It

means that there is a significant difference to the

learning outcome of the students at experiment class

and control class which the average score of the

students at experiment class is higher than those at

control class. For that reason, it can be concluded

that there is significant effect of the implementation

of Guided Discovery Strategy using LKS on the

learning outcomes on IPA Physics of Grade VIII

students in SMP N 24 Pada at psychomotor aspect.

Learning Physics which implements guided

discovery strategi from the observation at

experiment class obtains that the students are active

and have desire to solve the problem given by the

teacher. Student’s activity in finding the concept and

also the principle makes the students active to find

the solution of the problem from source book and to

do exercise or try out. According to Bruner in

Oemar (Bruner in Oemar, 2011, p. 117), “student’s

discovery on the concept and also on the principle

gives them stimulus to study through their own

active involvement”. Suherman (Suherman, 2003, p.

214) states that this learning makes the students

active in learning activity and trains the students to

study more themselves.

Using LKS as the aids in the implementation of

Guided Discovery Strategy will make the students

more active and more directed than the students at

control class who do not use LKS. This is in line

with Depdiknas (Depdiknas, 2004, p. 23) which

states that LKS supports the students in developing

and finding concept based on the description of

observation result of the data obtained in the

experiment activity.

The implementation of Guided Discovery

Strategy using LKS effects the student’s

competency achievement on IPA Physics. It is

proved by the average score of students at

experiment class which is higher than those at

control class. This result shows that students who

implement this strategy in their learning process

many of them will reach the KKM set. So, the

implementation of Guided Discovery Strategy using

LKS can increase students’ learning outcome on IPA

Physics

4 CONCLUSION

The research result shows that learning outcomes of

students at experiment class with average score 70,5

at cognitive aspect, 77,93 at affective aspect, and

77,13 at psychomotor aspect are higher than those at

control class with average score 62,58 at cognitive

aspect, 70,45 at affective aspect, and 72,96 at

psychomotor aspect. Hypothesis is tested using t-

test. T-test result shows that t

count

= 2,51 at cognitive

aspect, t

count

= 7,69 at affective aspect, and t

count

4,27 at psychomotor aspect, and t

table

= 1,67 at 0,05,

which means that t

count

table

so that Ho is rejected.

The results show that there is significant difference

on the learning outcomes of the students at

experiment class and control class. For that, it can be

concluced that there is a significant effect of the

implemention of Guided Discovery Strategy using

LKS to the learning outcomes on IPA Physics of

VIII students in SMP N 24 Padang.

The implementation of Guided Discovery

Strategy using LKS will assist the teachers in

increasing students involvement in learning process.

In the strategy students are let finding the solution of

the problem themselves or experiencing themselves.

Teacher only guides and gives instruction. Guided

Discovery Strategy using LKS can be used as an

alternative strategy to solve the problem in learning

Physics in the class.

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Pendidikan.rev.ed. Jakarta: Bumi Aksara.

Depdiknas.2008. Panduan PenyusunanKurikulum Tingkat

Satuan Pendidikan JenjangPendidikan dasar dan

menengah. Jakarta: BSNP.

Hamalik, O., 2011. Kurikulum dan pembelajaran. Jakarta:

Bumi Aksara.

Roestiyah. 2008. Strategi Belajar Mengajar.Jakarta:

Rineka Cipta.

Suherman, E., 2003. Strategi Pembelajaran Matematika

Kontemporer.Bandung: UPI.

Sudjana, N. 2002. Penilaian Hasil Proses Belajar

Mengajar. Bandung: Remaja RosdaKarya.

Sugiyono. 2010. Metode Penelitian Kuantitatif Kualitatif

dan R & D. Bandung: Alfabeta.

Suryosubroto. 1997. Proses Belajar Mengajar di Sekolah.

Jakarta: Rineka Cipta.

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