01Mar 2019

EFFECT OF EXAMPLE NON EXAMPLE METHOD IMPLEMENTATION IN SCIENTIFIC APPROACH AND DISCOVERY LEARNING MODEL ON VII GRADE STUDENTS AFFECTIVE COMPETENCE IN LEARNING NATURAL SCIENCE.

  • Student of Master Degree Program of Biology Education, Faculty of Mathematics and Natural Sciences, State University of Padang.
  • Lecturer of Biology Department, Faculty of Mathematics and Natural Sciences, State University of Padang.
Crossref Cited-by Linking logo
  • Abstract
  • Keywords
  • References
  • Cite This Article as
  • Corresponding Author

The 2013 Curriculum emphasizes on active learning pattern. However, based on the questionnaire spread in junior high school 18 Padang, it was gotten the result that teachers still have difficulty in implementing it, especially in affective competence of confidence. The affective competence of confidence will encourage students to be active in learning process, both in asking questions and expressing opinion. In cooperative learning, students are provided a vehicle to increase their confidence through presenting their discussion result in front of the class. By considering this issue, there is an alternative solution that can be used by teacher, which is example non example method. This method is one of cooperative learning method. Besides that, it can support the implementation of scientific approach and discovery learning model in learning process. The scientific approach and discovery learning model are the approach and model recommended in the 2013 Curriculum. Purpose of the research was to know effect of example non example method in scientific approach and discovery learning model on students' affective competence. It was a quasi-experimental research. It was done in junior high school 18 Padang to grade VII students. The instrument used was written test in form of multiple-choice and essay. Technique of data analysis used Mann Whitney U test. It was done by using SPSS software. The finding shows that example non example method in scientific approach and discovery learning model has significant effect on students' affective competence, with sig. value (0.036) <0.05.


  1. Arifani, Y. (2016). The Implementation of Team-Based Discovery Learning to Improve Students? Ability in Writing Research Proposal. Canadian Center of Science and Education, 9(2), 111-119.
  2. Briggs, C. L. (2001). Discovery Learning, Cognitive Psychology of. Elsevier: International Encyclopedia of the Social Science, 3736-3739.
  3. Firman, Baedhowi, and Wiedy, M. 2018. The Effectiveness of the Scientific Approach to Improve Student Learning Outcomes. International Journal of Active Learning, 3(2), 86-91.
  4. (2014). PendekatandanKontekstualdalamPembelajaran Abad 21. Jakarta: Ghalia Indonesia.
  5. Huda, H. (2014). Model-model PengajarandanPembelajaran. Yogyakarta: PustakaPelajar.
  6. (2013). PermendikbudRepublik Indonesia Nomor 68 Tahun 2013. Jakarta: Kemendikbud.
  7. (2018). Data SekolahKemendikbudTahunPelajaran 2017/2018, (Online), (http://sekolah.data.kemdikbud.go.id/index.php/chome/pencarian/, retrieved on February 27, 2018).
  8. Lufri, Fitri, R., and Yogica, R. (2018). Development of Learning Models Based on Problem Solving and Meaningful Learning Standards by Expert Validity for Animal Development Course. In IOP Conference Series: Materials Science and Engineering, 335(1), p. 012094. IOP Publishing.
  9. Lufri, Sudirman, S., and Rahmi, S. (2016). Mengembangkan Skill Mengajar (Teaching Skill) MahasiswaCalon Guru MenggunakanMulty Strategies. Ta'dib, 15(1).
  10. Mardiyani, D. (2016). PenerapanPendekatanSaintifikuntukMeningkatkanKemampuanPemahamandanPemecahanMasalahsertaDisposisiMatematisSiswa SMAN 5 Sukabumi. Th Jawa Barat: UniversitasPasundan.
  11. Otta, L. E., Tara, S. C., Diana, S. H., William, R. L. (2018). Discovery Learning: Development of a Unique Active Learning Environment for Introductory Chemistry. Journal of the Scholarship of Teaching and Learning, 8(4), 161-180.
  12. Said, I. M., Eddy, S, and Machmud, S. (2016). The Scientific Approach-Based Cooperative Learning Tool for Vocational Students Vocation Program of Autotronic (Automotive Electronic) Engineering. IOSR Journal of Research & Method in Education, 6(3), 67-73.
  13. Sanjaya, W. (2012). StrategiPembelajaranBerorientasiStandar Proses Pendidikan. Bandung: KencanaPrenada Media Group.
  14. Saputra, S. (2017). KetuntasanBelajarSiswapadaMateri Protista denganMenggunakanMetode Example Non Example padaKonsep Protista. JurnalVariasi, 9(2), 21-14.
  15. Setyaningsih, Y., Margereta, R., Bambang, P. (2013). PenerapanMetode Example Non Example dalamPembelajaranKeanekaragamanHewan di SMPN 2 TengaranKabupaten Semarang. Journal of Biology Education, 2(2): 156-164.
  16. Suryani, K., Rusdi, Syafri, M. (2016). PenerapanMetode Examples Non Examples untukMeningkatkanAkivitasdanHasilBelajarMatematikaSiswaKelas VII SMP Al-Karim Kota Bengkulu. Thesis. Bengkulu: Universitas Bengkulu.
  17. Takacs, Z. K., Adriana, G. B. (2017). How Pictures in Picture Storybooks Support Young Children?s Story Comprehension: An Eye-Tracking Experiment. Elsevier: Journal of Experimental Child Psychology, 174, 1-12.

[Amrianto and Lufri. (2019); EFFECT OF EXAMPLE NON EXAMPLE METHOD IMPLEMENTATION IN SCIENTIFIC APPROACH AND DISCOVERY LEARNING MODEL ON VII GRADE STUDENTS AFFECTIVE COMPETENCE IN LEARNING NATURAL SCIENCE. Int. J. of Adv. Res. 7 (Mar). 66-70] (ISSN 2320-5407). www.journalijar.com


Amrianto
Student of Master Degree Program of Biologi Education, Faculty of Mathematics and Natural Sciences, State University of Padang

DOI:


Article DOI: 10.21474/IJAR01/8600      
DOI URL: http://dx.doi.org/10.21474/IJAR01/8600