Cover Image

Discovery Learning with the Solar System Scope Application to Enhance Learning in Middle School Students

Atika Zahara, Selly Feranie, Nanang Winarno, Nurhadi Siswontoro


In education, “Industrial Revolution 4.0” refers to utilizing technology to present students with complex situations that will develop their critical thinking and problem-solving skills. The use of technology in the science curriculum should be designed according to established learning models. This study aimed to investigate the effect of implementing a discovery learning model, supported by the Solar System Scope computer application, on the ability of students to master essential concepts. This research used a One-Group Pre-test-Post-test design. Participants were 31 7th-grade students at one school in Bandung, Indonesia. The results showed a medium enhancement of concept mastery in students from pre-test to post-test (N-Gain=0.48). No gender difference in outcomes after the implementation of discovery learning with the Solar System Scope application was found. Based on these results, discovery learning supported by the Solar System Scope application could be an alternative teaching approach to enhance students' skills in mastering concepts.

Full Text:



Afriani, T., Agustin, R. R., & Eliyawati, E. (2019). The Effect of Guided Inquiry Laboratory Activity with Video Embedded on Students’ Understanding and Motivation in Learning Light and Optics. Journal of Science Learning, 2(4), 79-84.

Andrews, J. D. W. (1984). Discovery and Expository Learning Compared: Their Effects on Independent and Dependent Students. The Journal of Educational Research, 78(2), 80–89.

Balım, A. G. (2009). The Effects of Discovery Learning on Students’ Success and Inquiry Learning Skills. Eurasian Journal of Educational Research (EJER), (35), 1-20.

Baharudin, R., & Luster, T. (1998). Factors related to the quality of the home environment and children’s achievement. Journal of Family Issues, 19(4), 375-403.

Bruner, J. S. (1961). The act of discovery. Harvard Educational Review.

Dalgarno, B., Kennedy, G., & Bennett, S. (2014). The impact of students’ exploration strategies on discovery learning using computer-based simulations. Educational Media International, 51(4), 310–329.

Dede, C. (2000). Emerging influences of information technology on school curriculum. Journal of Curriculum Studies, 32(2), 281-303.

De Jong, T., & Van Joolingen, W. R. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of educational research, 68(2), 179-201.

Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). Validity and reliability, how to design and evaluate research in science education. Mc Graw–Hill Companies.

Furness, T. A., Winn, W., & Yu, R. (1997). Global Change, VR And Learning, A Report For The NSF Of Workshops, The Impact Of Three Dimensional Immersive VE On Modern Pedagogy. NSF.

Furqani, D., Feranie, S., & Winarno, N. (2018). The Effect of Predict-Observe-Explain (POE) Strategy on Students’ Conceptual Mastery and Critical Thinking in Learning Vibration and Wave. Journal of Science Learning, 2(1), 1-8.

Gilbert, J. K. (2008). Visualization: An emergent field of practice and inquiry in science education. In Visualization: Theory and practice in science education (pp. 3-24). Springer.

Goni, U. (2015). Gender Difference in Students’ Academic Performance in Colleges of Education in Borno State, Nigeria: Implications for Counselling. Journal of Education and Practice, 6(32), 107-114.

Großmann, N., & Wilde, M. (2019). Experimentation in biology lessons: guided discovery through incremental scaffolds. International Journal of Science Education, 41(6), 759-781.

Güzel, H. (2010). Profiles of University Students Based on Multiple Intelligence Theory and its Effect on Their Success in Physics Lecture. World Applied Sciences Journal, 10(6), 665-674.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics tests data for introductory physics courses. American Journal of Physics, 66(1), 64-74.

Joyce, B., Weil, M., & Showers, B. (1992). Models of Teaching (4th ed.). Ally and Bacon.

Mikropoulos, T. A., & Natsis, A. (2011). Educational virtual environments: A ten-year review of empirical research (1999–2009). Computers & Education, 56(3), 769-780.

Mostafaee, L. (2015). The Impact Of Form Focused Discovery Approach On EFL Learners’ Speaking Ability. Modern Journal of Language Teaching Methods, 5(1), 10-19.

Mukherjee, A. (2015). Effective Use of Discovery Learning to Improve Understanding of Factors That Affect Quality. Journal of Education for Business, 90(8), 413–419.

Ornek, F., Robinson, W. R., & Haugan, M. R. (2007). What Makes Physics Difficult?. Science Education International, 18(3), 165-172.

Persson, J. R., & Eriksson, U. (2016). Planetarium Software In The Classroom. Physics Education, 51(2), 025004.

Pillow, B. (2008). A comparison of academic performance in A- level economics between two years. International Review of Economics Education, 2(1), 8-24.

Rivers, R. H., & Vockell, E. (1987). Computer simulations to stimulate scientific problem-solving. Journal of Research in Science Teaching, 24(5), 403-415.

Prima, E. C., Putri, C. L., & Sudargo, F. (2017). Applying Pre and Post Role-Plays supported by Stellarium Virtual Observatory to Improve Students’ Understanding on Learning Solar System. Journal of Science Learning, 1(1), 1-7.

Saab, N., van Joolingen, W. R., & van Hout-Wolters, B. H. A. M. (2006). Supporting Communication in a Collaborative Discovery Learning Environment: the Effect of Instruction. Instructional Science, 35(1), 73–98.

Saab, N., van Joolingen, W. R., & van Hout‐Wolters, B. H. A. M. (2009). The relation of learners’ motivation with the process of collaborative scientific discovery learning. Educational Studies, 35(2), 205–222.

Sani, A., Rochintaniawati, D., & Winarno, N. (2019). Using Brain-Based Learning to Promote Students’ Concept Mastery in Learning Electric Circuit. Journal of Science Learning, 2(2), 42-49.

Singer, R. N., & Pease, D. (1976). A comparison of discovery learning and guided instructional strategies on motor skill learning, retention, and transfer. Research Quarterly. American Alliance for Health, Physical Education and Recreation, 47(4), 788-796.

Vania, P. F., Setiawan, W., & Wijaya, A. F. C. (2018). Edmodo as Web-Based Learning to Improve Student’s Cognitive and Motivation in Learning Thermal Physics. Journal of Science Learning, 1(3), 110-115.

Winarno, N., Rusdiana, D., Susilowati, E., & Afifah, R. M. A. (2020). Implementation of integrated science curriculum: a critical review of the literature. Journal for the Education of Gifted Young Scientists, 8(2), 795-817.

Westwood, P. S. (2008). What teachers need to know about teaching methods. Aust Council for Ed Research.

Yu, K. C., Sahami, K., Sahami, V., & Sessions, L. C. (2015). Using a Digital Planetarium for Teaching Seasons to Undergraduates. Journal of Astronomy & Earth Sciences Education, 2(1), 33-50.

Yu, K. C., Sahami, K., Denn, G., Sahami, V., & Sessions, L. C. (2016). Immersive Planetarium Visualizations for Teaching Solar System Moon Concepts to Undergraduates. Journal of Astronomy & Earth Sciences Education, 3(2), 93-110.



  • There are currently no refbacks.

Copyright (c) 2020 Atika Zahara

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal of Science Learning is published by Universitas Pendidikan Indonesia
in collaboration with the Indonesian Society of Science Educators
Jl. Dr. Setiabudhi 229 Bandung 40154, West Java, Indonesia
Email: js