Experimental Discovery Learning Model and TPACK-based Problem-Based Learning Supported Media Moodle Reviewed from Student Process Science Skills
Destriana Kurniawati (a), Ahmad Fauzi (a), Rini Budiharti (a), Fairusy Fitria Haryani (a*), Desi Arinda (b)

(a) Universitas Sebelas Maret, Jalan Ir. Sutami 36 A Surakarta, Indonesia
(b) Monash University, Wellington Rd, Clayton VIC 3800, Australia

Abstract

The research aims to find out whether or not there are: 1) differences in the impact of the use of learning models discovery learning and problem-based learning supported by media Moodle on cognitive abilities- 2) differences in the influence of students with high and low science process skills on cognitional capabilities- and 3) interactions between learning models discovery learning and problem-based learning with the level of skills of science processes against cognitives on sound wave materials with the research subject being students of class XI SMAN 1 Surakarta teaching 2022-2023. The method used is the experimental method with a 2x2 factorial design. The data collection techniques used are the science process skills lift and the cognitive ability test of the learners. The data obtained was then analyzed using a two-way ANAVA test with cell frequencies not equal to the conclusion. It can be concluded that 1) there are differences in the impact of the use of discovery learning and problem-based learning supported by Moodle on cognitive abilities (Fobs = 18,606 > F0,05-1-67 = 3,98), 2) There is a difference in the influence of learners who have high science process skills and low science process abilities on cognition abilities (Fobs = 15,65 > F0,05-1-67 = 3,98), and 3) There is no interaction between the influences of learning models using discovery learning and problem-based learning in cognition (Fobs = 3,514 < F0,05-1-67 = 3,98).

Keywords: science process skills, cognitive ability, discovery learning, problem-based learning, Moodle

Topic: Physics and Physics Education