Analisis Implementasi Model Discovery Learning dalam Pembelajaran IPA di Masa Pandemi COVID-19 

Analysis of Implementation Discovery Learning Model in Science Learning in Pandemic COVID-19

Penelitian ini bertujuan untuk mengetahui penerapan, kendala, serta kemampuan berpikir induktif dan deduktif siswa dalam pelaksanaan model discovery learning secara daring. Penelitian ini menggunakan metode studi kasus. Subjek dalam penelitian ini yaitu satu guru IPA dan 15 siswa kelas IX-C di MTs Negeri 1 Sidoarjo. Penelitian ini difokuskan pada 3 topik IPA yaitu perkembang biakan tumbuhan, kemagnetan, dan bioteknologi pangan. Instrumen penelitian ini, yaitu pedoman wawancara guru dan siswa, daftar checklist RPP, angket respons siswa, dan lembar tes berpikir induktif dan deduktif siswa. Teknik pengumpulan data yang digunakan yaitu teknik analisis dokumen, wawancara, survey, dan tes berpikir induktif dan deduktif siswa, selanjutnya data dianalisis secara kualitatif kuantitatif. Hasil penelitian menunjukkan bahwa 1) RPP yang dibuat oleh guru mencapai persentase 100% karena semua tahap discovery learning dicantumkan. 2) Pelaksanaan pembelajaran model discovery learning mencapai persentase 61% karena terdapat tahap discovery learning yang tidak dilaksanakan selama pembelajaran. 3) Hasil tes kemampuan berpikir induktif siswa mencapai 64% sedangkan hasil tes kemampuan berpikir deduktif mencapai 72%. 

The purpose of this study was to find out how the science teacher used discovery learning, constraints and students’ inductive and deductive thinking skills in the implementation of online discovery learning. This research used case study method. The subjects in this study were one science teacher and 15 students from class IX-C MTs Negeri 1 Sidoarjo. This study was focused on 3 topics: plant breeding, magnetism, and food biotechnology. Instruments were used in this study were guidelines for teacher and student interview, checklist instruments for learning plans, student response questionnaires and student inductive and deductive questions. Document analysis techniques, semi-structured interviews, surveys, and tests for students’ inductive and deductive thinking skills were used in this study, and data were analyzed qualitatively and quantitatively. The result of this study indicates that: (1) The learning plans made by the teacher on three topics reached a percentage of 100% because all stages of discovery learning have been included in lesson plans; (2) The implementation of discovery learning on three topics studied reached a percentage 61%, which indicates that it has not been implemented optimally because there were discovery learning stages that were not carried out during learning; (3) The students’ inductive thinking test result reached 64%, while deductive thinking test result reached 72%.