THE PROMISE AND CAVEATS OF IMPLEMENTING DISCOVERY-INQUIRY

Enjang Ali Nurdin

Abstract


Discovery learning is arguably the most debated learning approach because even after more than 58 years since Brunner suggested it in 1961, it continued to be a center of heated debate. The main concern for numerous educational experts was the degree of teacher involvement in discovery learning. One of the discovery learning variants which addressed this issue is discovery-inquiry learning, a learning model currently endorsed by the Indonesian Government to be implemented in the classroom. This study explored the potency and caveats of discovery-inquiry learning model and discussed improvement suggestions when implementing the model.


Keywords


discovery learning; inquiry learning; learning model

Full Text:

PDF

References


Acar, O., Buber, A., & Tola, Z. (2015). The Effect of Gender and Socio-economic Status of Students on Their Physics Conceptual Knowledge, Scientific Reasoning, and Nature of Science Understanding. Procedia - Social and Behavioral Sciences, 174, 2753-2756.

Alfieri, L., Brooks, P. J., Aldrich, N. J., & Tenenbaum, H. R. (2011). Does discovery-based instruction enhance learning? Journal of Educational Psychology, 103(1), 1–18.

Bakker, A. (2018). Discovery learning: zombie, phoenix, or elephant?. Instructional Science, 46, 169-183.

Bruner, J.S. (1961). The Act of Discovery. Harvard Educational Review, 31, 21-32.

de Jong, T., & van Joolingen, W. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of Educational Research, 68, 179-202.

Dewi, S., R., Nurmilawati, M. & Budiretnani, D. A. (2017). Improving of scientific literacy ability using discovery learning model at the seventh grade students of state JHS 3 Ngronggot, Nganjuk-Indonesia. Jurnal Pendidikan Biologi Indonesia, 3(3), 266-271.

Gijlers, H., & de Jong, T. (2005). The Relation between Prior Knowledge and Students’ Collaborative Discovery Learning Processes. Journal of Research in Science Teaching, 42(3), 264-282.

Hake, R.R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66, 64-74.

Hammer, D. (1997). Discovery Learning and Discovery Teaching. Cognition and Instruction, 15(4), 485–529.

Hmelo-Silver, C. E., Duncan, R. G., & Chinn, C. A. (2007). Scaffolding and achievement in problem-based and inquiry learning: A response to Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 99–107.

In’am, A., & Hajar, S. (2017). Learning Geometry through Discovery Learning Using a Scientific Approach. International Journal of Instruction, 10(1), 55-70.

Khabibah, E.N., Masykuri, M., & Maridi (2017). The Effectiveness of Module Based on Discovery Learning to Increase Generic Science Skills. Journal of Education and Learning, 11(2), 146-153.

Klarhl, D., & Nigam, M. (2004). The Equivalence of Learning Paths in Early Science Instruction: Effects of Direct Instruction and Discovery Learning. Psychological Science, 15(10), 661-667.

Kirschner, P.A., Sweller, J., & Clark, R.E. (2006): Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist, 41(2), 75-86.

Maarif, S. (2016). Improving Junior High School Students' Mathematical Analogical Ability Using Discovery Learning Method. International Journal of Research in Education and Science, 2(1), 114-124.

Mayer, R.E. (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning? The Case for Guided Methods of Instruction. American Psychologist, 59, 14-19.

Ministry of Education and Culture. (2014). Indonesian Minister of Education and Culture Regulation No. 103: Peraturan Menteri Pendidikan dan Kebudayaan No. 103. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Ministry of Education and Culture. (2016). Indonesian Minister of Education and Culture Regulation No. 22: Peraturan Menteri Pendidikan dan Kebudayaan No. 22. Jakarta: Kementerian Pendidikan dan Kebudayaan.

Ratnaningsih, N. (2017). The Analysis Of Mathematical Creative Thinking Skills And Self efficacy of High Students Built Through Implementation Of Problem Based Learning And Discovery Learning. Jurnal Pendidikan Matematika Indonesia, 2(2), 42-45.

Reid, D.J., Zhang, J., & Chen, Q. (2003). Supporting scientific discovery learning in a simulation environment. Journal of Computer Assisted Learning, 19, 9-20.

Roll, I., Butler, D., Yee, N., Welsh, A., Perez, S., Briseno, A., Perkins, K., & Bonn, D. (2018). Understanding the impact of guiding inquiry: the relationship between directive support, student attributes, and transfer of knowledge, attitudes, and behaviours in inquiry learning. Instructional Science, 46, 77–104.

Syah, M. (2014). Psikologi Pendidikan dengan Pendekatan Baru. Bandung: PT. Remaja Rosdakarya.

Thomson, S. (2018). Achievement at school and socioeconomic background—an educational perspective. Science of Learning, 3(5), doi: 10.1038/s41539-018-0022-0

Trninic, D. (2018). Instruction, repetition, discovery: restoring the historical educational role of practice. Instructional Science, 46, 133–153.

Tuovinen, J.E., & Sweller, J. (1999). A Comparison of Cognitive Load Associated With Discovery Learning and Worked Examples. Journal of Educational Psychology, 91(2), 334-341.

Yurniwati, & Hanum, L. (2017). Improving Mathematics Achievement of Indonesian 5th Grade Students through Guided Discovery Learning. Journal on Mathematics Education, 8(1), 77-84.




DOI: https://doi.org/10.18269/jpmipa.v23i1.13909

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Jurnal Pengajaran MIPA

JPMIPA http://ejournal.upi.edu/index.php/jpmipa/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam (JPMIPA) or Journal of Mathematics and Science Teaching 

All rights reserverd. pISSN 1412-0917 eISSN 2443-3616

Copyright © Faculty of Mathematics and Science Education (FPMIPA) Universitas Pendidikan Indonesia (UPI)

 

View JPMIPA Stats