Ermila Sari Siregar, Juniar Hutahaean, Nurasyah Dewi Napitupulu

The Effect of Discovery Learning Model on Reducing Students' Misconceptions in Renewable Energy Material

Introduction

The effect of discovery learning model on reducing students' misconceptions in renewable energy material. Discover how the discovery learning model effectively reduces students' misconceptions in renewable energy material. This study shows a significant improvement compared to conventional learning.

Abstract

This study aims to determine the effect of the discovery learning model on reducing students' misconceptions about renewable energy. The research design is a quasi-experimental design with two sample classes selected using cluster random sampling, namely class X-2 as the experimental class and X-3 as the control class. The instrument used was a five-tier diagnostic test consisting of 20 questions that had been validated by validators and pilot-tested on students. The results showed that the average misconception rate among students in the experimental class before the intervention was 44.33%, and after the intervention, the average misconception rate was 24.53%. Thus, there was a 19.8% decrease in misconceptions in the experimental class. Meanwhile, in the control class, the average misconception rate of students before the treatment was 42.33%, and after the treatment, the average misconception rate of students was 31.17%, resulting in an 11.6% decrease in misconceptions. Based on the results of the one-tailed t-test on the posttest data, the tvalue was 12.0196, which was far greater than the ttable value of 2.000, so Ha was accepted. This shows that the discovery learning model has a significant effect in reducing misconceptions in renewable energy material compared to conventional learning.

Review

This study presents a timely investigation into the efficacy of the discovery learning model in mitigating student misconceptions within the crucial domain of renewable energy. The abstract clearly outlines a quasi-experimental design, comparing an experimental group exposed to discovery learning with a control group, both selected via cluster random sampling. A well-designed, validated, and pilot-tested five-tier diagnostic test was employed to quantify misconceptions before and after the intervention. The reported results indicate a substantial reduction in misconceptions in the experimental class (19.8% decrease) compared to the control class (11.6% decrease), with a robust one-tailed t-test confirming the statistical significance of discovery learning over conventional methods. The strengths of this study lie in its clear methodology and the use of a specialized diagnostic instrument. The application of a five-tier diagnostic test is particularly commendable, as this format is highly effective for identifying and distinguishing between genuine misconceptions and mere lack of knowledge, thereby enhancing the validity of the misconception data. The meticulous reporting of pre- and post-intervention misconception rates for both groups provides a transparent view of the changes observed, and the explicit mention of the t-test values (t_value = 12.0196 >> t_table = 2.000) strongly supports the claim of a significant effect. The comparative nature of the study, including a control group, is essential for attributing the observed reduction in misconceptions to the discovery learning intervention. While the abstract provides a compelling overview, the full manuscript would benefit from further elaboration on a few points to enhance its completeness and impact. For instance, detailing the specific characteristics of the "conventional learning" approach used in the control group would provide crucial context for comparison. Additionally, while the percentage decrease is clear, mentioning the sample size of the classes would help contextualize the statistical findings and generalizability. Nevertheless, this study makes a valuable contribution to the educational literature by providing empirical evidence for the effectiveness of discovery learning in addressing persistent misconceptions in a vital scientific area, offering practical implications for educators designing curricula around renewable energy.

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