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The Effect of Guided Discovery on Students’ Science Skill Process and Learning
Outcome at Ecosystem Topic in Grade X SMA Negeri 2 Kisaran Academic Year
2014/2015

Zelfani Ayuza
E-mail: izel030193@gmail.com
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ABSTRACT
This research aims to aims to know the effect of Guided discovery learning on
students’ science process skill and learning outcomes at ecosystem topic. This
research was conducted in SMA Negeri 2 Kisaran. This research used quasi
experiment type with pretest-posttest control group design. Population is the whole
students in grade X SMA Negeri 2 Kisaran on 2nd semester, consisting of seven
classes. Sample was taken using technique of purposive sampling. The number of
research sample is 40 students for class experiment and 40 students for class control.
The data of learning outcomes is taken by using instrument test in form of multiple
choice which has been tested for the validity and reliability, while the data of Science
process skill is taken by using instrument test in form of essay question from seven
indicators. From the result of data calculation there was differences of mean between
the two classes, the value obtained from class guided discovery are 82.8 with deviation
standard 7.35 and class conventional 76.92 with deviation standard 8.18. From the
result of pre-test obtained t count is about 2.88 and ttable 2.002. Therefore can be
concluded that tcount > ttable it means Ha accepted. By using t-test two tail seven
indicators were tested. The result shows science skill process in class experiment
significantly higher than class control. By the other words it can be concluded that there
is effect of guided discovery learning on students’ science process skill and learning
outcomes at ecosystem topic in grade X SMA Negeri 2 Kisaran Acdemic Year
2014/2015.

INTRODUCTION Indonesia was ranked 64th, and literacy

Science process skill in learning Science was ranked 64th with a score
biology is still very low, evident from the of 382. (PISA 2012)
research data PISA (Program for From the results of unstructured
international assessment of students) interviews the Biology’s teacher at the
the latest in 2012, Indonesian students school, obtained the information that
reading level ranks 61st out of 65 rarely hold experiment biology in the
countries members of PISA, the lab, almost never. Even if there are
reading level of the Indonesian students practical only one or two times during a
lags behind neighboring countries, semester, these done if there is
Thailand (50) and Malaysia (52). For semester exams which require a
mathematical literacy, students Biology lab assessment or report on

Learning activities of teacher to the
principal. From some results above
indicate that learners in SMAN 2
Kisaran has a low ability in the Science
Skill process of Biology.
Ecosystem is the subject matter
for Biology lesson in grade X, that
learning about the concept, facts and
process. Most students know and
understand the subject matter in
concept only, and poor in process, this
is cause the students low in order to
understanding the relationship between
the subject matter concept and the
application in daily life. Finally this is
gives an impact to the students learning
outcome which is still low and poor in
Science skill Process.
According to Sani (2013) guided
discovery learning is a method which is
uses by teacher to build the concept in
students mind by teacher guidance.
Another idea from Warner (Simanjuntak
2011), by with Guided Discovery
models student is given to concrete
materials and questions. In order to
answer the question, student work
individually or small groups to explore,
observed, and discover the answer. It
will improve science process skills of
the students themselves. Dimyati and
Mudjiono (2012) stated that by
increasing students science skill
process, it’s mean giving a changes to
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the students working by knowledge, not
only explain or listen to explanation
about knowledge. In other side,
students will be happy and enjoy the
learning because they are more active
and not being passive students
anymore.
Recent research by Fatokun
and Eniayeju (2014) the t-test analysis
of the retention test from experimental
group (used Guided discovery by
models) was Significantly better than
that of the control group (traditional
method).
Guided discovery learning can
be used as alternative models in order
to improve students’ Science Skill
process and increase students’
Learning outcome. Guided Discovery
Learning model will be guided the
students to find out information by
themselves, this also influence their
science skill process including; students
ability to describe result observation,
classification, predict, interprets, filed
questions, plan experiment, applying
concept and communicating.
Based on the problem that
describe above, the research with
entitled The effect of Guided discovery
model on Science Process Skill and
Learning Outcome for Ecosystem Topic
in Grade X SMA 2 Kisaran” will be
done.

RESEARCH METHODOLOGY
This research had been
conducted in SMAN 2 Kisaran located
in Jln. Sitarda Nusantara VIII, Asahan
District. Research time began in March
2015 until June 2015 in the academic
year 2014/2015. The population in this
research is all Grade X at SMA Negeri
2 Kisaran. Total of students for grade X
are 321 students. The sample selected
with Purposive sampling by taking 2
(two) classes to representative the
whole population in SMA Negeri 2
Kisaran. Researcher obtains the data
from teacher about students learning
outcomes to make Consider in taking
sample of these research so, the
sample of these research as much as
two classes, 40 students for Guided
Discovery Model (X-1) and 40 students
for conventional Model (X.2).
The type of research in this
research was quasi experiment, the
research intended to determine whether
there is impact of something that
imposed on the subject (students).
Instruments used to collect
data from students' learning outcome is
student achievement test on the subject
of ecosystem, which consists of 30
multiple-choice questions in the form of
the five options (a, b, c, d, and e). While
to determine student’s science process
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skills used tests in the form of a written
description which amounts of 10
questions. Each correct and complete
answer were given a score of 3, correct
and incomplete answer given score of 2
and answer the question, but still in
wrong answer given score (1).
After that the instrument can be
use the research and during the
teaching and learning process, pretest
and posttest the given to both
experimental and control class. It is
intended to investigate the result of
learning activities in both classes. After
the data needed is obtained, then the
data will be processed and analyzed
using data analysis technique. The
steps in the data analysis techniques
are uji t , normality test , homogeneity
test.
RESULT
Pretest Data
Before treatment, experimental
class and control class were giving pre-
test in order to see early ability of
students cognitive.
The data of pretest on both
classes then are tested by used t-test
two tail, before t-test done, firsly
normality and homogeinity done. The
result of calculation the normality in
class guided discovery then obtained
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tcount = 0.1123 and ttable = 0.1582. While Figure 1. The Chart of comparison between
pre-test result of class guided discovery and
in conventional class the data obtained class conventional

of tcount = 0.1282 and ttable = 0.1582. As Posttest Data

the conditional of normal data is Lcount >
Ltable therefore can be concluded that The posttest result of normality

the data of pretest from both classes test on class guided discovery is 0,1270
for Ltable and the result of class
are distribute normally. Next is testing
the homogeneity of data. Homogeneity conventional is 0.1344. by looking for

test of both class guided discovery and Lcount = 0,1582, so both data are
distribute normally. By testing the
class conventional was done by using
similarity of two variance test. The homogeneity bot classes are homogeny

result show from both classes is with the result of Fcount (1.23) < Ftable

homogeny, that means the data which
has been gained can be represent the
whole of population. From the result of
hypothesis test the value was assumed
(1.75). After treatment was done, t test
one tail used, the purpose is to
differentiate the result of posttest in
class experiment that had been taught

by looking at t table on significant level by guided discovery learning model and

class control that had been taught by
α = 0.05 then, obatained ttabel = 1.991
and tcount = 1.06, from the data tcount < conventional learning model at

ttabel therefore Ho accepted. Means the ecosystem topic in SMA Negeri 2

score of pretest both in class Kisaran academic yaer 2014/2015.

experiment and class control have no

100
90
significant difference. The conclusión is s 80
c 70
60
there is a similarity on early ability of o 50
r 40
30
both simple before treatments are e 20
10
given. experiment control

100 Figure 4.2 The Chart of comparison between

90 post-test result of class guided discovery and
S 80
class conventional
c 70
60
o 50
40
The value was assumed by
r
30 looking at t table on significant level α =
e 20
10 0.05 then gained ttabel = 1.991 and tcount
control experiment
= 3.30, therefore tcount >ttabel, so, Ho
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rejected, it means there is significant The Mean

differences between students that was Science process skill in class
taught by guided discovery learning Guided discovery is higher that class
model and students that was taught by Conventional. From the seventh
conventional learning model at indicators that have been scoring
ecosystem topic in Grade X SMA gained the result that all indicators are
Negeri 2 Kisaran Academic Year higher presented on lass experiment,
2014/2015. It proved that Guided exception for the interpretation skill, it
Discovery learning Model has better higher on class conventional (83.88)
effect than conventional learning model. than class Guided discovery (80.00).
The result of learning outcomes in class While the skill of classification in class
guided discovery is significantly higher guided discovery (75.78) higher than
than class conventional. class conventional (74.56), skill to
predict in class guided discovery
Table 1. The result of Pretest and posttest on (74,78) higher than class conventional
class guided discovery and class conventional
(54,16), skill of applying the concept in
Class Experiment Class Control
Statistics
class guided discovery (87.28) higher
Pretest Postest Pretest Postest
Highest Score 73 93 70 85 than class conventional (75.73), on skill
Lowest Score 43 70 37 67
Total score 2241 3303 2127 3077 of Planning an experiment in class
Mean 55.7 82.58 53.19 76.92
Deviation
10.26 7.35 10.78 8.18 guided discovery (82.50) is higher than
Standard
class control (74.16), Skill to
Science Process Skill communicate in class guided discovery
(84,58) higher than class Conventional
Scinece Process Skill in class
(78.75), and skill in order asking the
control and class experiment scoring by
question in class guided discovery
by giving the questions test to students.
(87,50) is higher that class conventional
In this research indicator of Science
Process Skill that had been scored (60.41)..
100
including: 1) Classification, 2) Guided
80 Discovery
Interpretation, 3) Prediction, 4) S 60 Conventional
c
o 40
Aplication, 5) Planning an Expriment, 6) r
20
e

communication, 7) asking the 0

questions. Indicators

Figure 3. The Mean of Science Skill Process

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Normality Test samples on seven indicators are

distribute normally.
The normality of Science
process skill from class Guided Homogeneity test
Discovery gained the score of
Classification Skill with value L0 = Homogeneity test of science

0.1530 and for class conventional the process skill in both class experiment

value = 0.1537. On skill of and class control was done by using

interpretation class guided discovery similarity of two varians test. From the

gained the value of L0 = 0.1502 and seven indicators, result show from both

class conventional got the value of L0 = classes is homogeny, that means the

0.1566. Class guided discovery gained data which has been gained can be

the value of L0 = 0,1486 on prediction represent the whole of population.

skill and class conventional gained the 100 100

a a a
90 90 a
value of L0 = 0.1581. On the skill of 80
70
80
70
60 60
50
application class guided discovery 50
40 40
30 30
20 20
gained the value of L0 = 0.1556, and 10 10
Guided Conventional Guided Conventional
class conventional gained the price of Discovery Dicovery

L0 = 0.1582. Class guided discovery 4.a 4.b

a
got the value of L0 = 0.1544 from the 100
90 b
100
90
a
80 80 b
70
skill of planning, while class 70
60 60
50 50
40
conventional gained the value of = 40
30 30
20 20
10
0.1582. On skill of communication class 10
Guided Conventional Guided Conventional
Dicovery Dicovery
guided discovery gained the value of L0
4.c 4.d
= 0.1548, and class conventional
100 a
100 a a
gained the value of L0= 0.1582. At the 90 b
90
80
80
70 70
last on the skill of asking class guided 60 60
50
50
40 40
discovery gained the value of L0= 30
20
30
20
10 10
0.1580 and class conventional got the Guided Conventional Guided Conventional
Dicovery Dicovery
value of L0 = 0.1502. On the 4.e 4.f
significant level α = 0.05 and n = 40
gained the value of Ltable = 0.1582,
therefore Ltable > Lcount therefore can be
conclude that the data from two
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110 a therefore Ho rejected, means there are

100
90 b significant difference on prediction,
80
70
60
50
40
application, planning and asking skill
30
20
10 between class guided discovery and
Guided Conventional
Dicovery class conventional.

4.g Table 2. Hypotesist test of Science Process Skill

N t
Figure 4. The Comparison of Science skill o
Data Average
count
ttabel Conclusion
a).Classification, b).Interpretation, c).prediction, Classification In There is no significant difference
d).application, e)planning, f).communication, Guided 78.75 on the skill of classification
1.2 1.99
g).Asking Between class control and class 1 Discovery 7 1
between guided discovery and
experiment. Classification in conventional class.
74.56
Conventional
Interpretation in There is no significant difference
8.00 on Inerpretation skill between
Hypothesis Test Guided discovery
1.2 1.99 guided discovery and
2 4 1
Interpretation conventional class.
83.88
conventional
According to the result of Prediction in There is
74.78 significant
guided discovery
normality test, the data of Science difference on
prediction
5.1 1.99
3 skill between
Process Skill for the two samples are Prediction in
54.16
1 1
guided
conventional discovery and
distribute normally and have conventional
class
homogenous variance, therefore to test Application in
87.28
There is
guided discovery significant
difference on
the hypothesis on the Science Process application
4.1 1.99
4 skill between
Skill’ average similarity test are used by Application in
73.75
5 1
guided
conventional discovery and
using two-tail t test. The result of all conventional
class
Planning in There is
skills in science skill process gained . guided discovery
82.50 significant
difference on
The value was assumed by looking at t 2.3 1.99
planning skill
5 8 1
between
table on significant level α = 0.05 then, Planning
conventional
in
74.15 guided
discovery and
conventional
gained ttabel = 1.991. From the table class
Communication There is no
above, the result of classification, in guided 84.58 significant
discovery difference on
interpretation and communication 1.3 1.99
communicatio
n skill
6 5 1 between
shows that tcount < ttabel therefore Ho Communication
78.75 guided
in conventional
discovery and
accepted. Means there is no significant conventional
class
difference on classification, Asking in guided
discovery
87.50
There
significant
is

difference on
interpretation and communication skill asking skill
6.7 1.99
7 3 1 between
between class guided discovery and Asking in 60.41 guided
conventional discovery and
class conventional. While on the skill of conventional
class

prediction, application, planning, and

asking show the result that tcount < ttabel
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DISCUSSION help students develop or augment and

mastery of skills of students’ cognitive
Learning Outcomes
processes, 2) existing knowledge
Based on the result pretest that gained from this model is very personal
have been giving in both classes in nature and might be a very solid
showed that there is no significant knowledge, in the sense of deeply the
differences between guided discovery understanding, and retention, 3)
and class conventional This two result causing students learn how to exert
normal and homogeny. By using t-test themselves, therefore more students
two tails gained the result ability of feel motivated to learn, 4) students
class guided discovery and class centered, therefore students could be
control before treatment is similar. find out and more active in order to find
the concept.
After difference treatments are
giving, posttest done. Class guided The result also supported by the
discovery taught with guided discovery research from Simanjuntak (2013), the
learning model and class conventional result showed that Guided Discovery
with conventional learning model, the Learning is higher Group Investigation.
result of learning outcomes in both Because on this model students were
classes are increased. By used t-test guided not to remembered the
one-tail gained the result that learning concepts, but where the concept came
outcomes in class guided discovery from. On the research Researcher who
higher than class conventional. acts as Teacher not explained the
concept, students work by their on way
According to result learning
to found the concept by guidance such
outcomes of students in class guided
as worksheet and question, which could
discovery higher than student learning
be made students explored the
outcomes in class conventional. The
information needed.
increasing of students learning
outcomes that taught by guided Science Process Skill
discovery learning model is because
Science Process Skill that have
the models have several advantages,
been observed in this research
according to Hadiningsih (2011) the
including seven indicators, they are
advantages of guided discovery
Classification, Interpretation, prediction,
learning model such as : 1) Consider to

Application, Planning, Communication
and asking the question. From the
whole result gained the score of
average that stated science
process in class guided discovery is
higher than class conventional. In order
to know the differences of science
process skill in both classes t-test two
tail was done in each indicator. The
result showed there is significant no
differences of skill to classification,
interpretation and communication
between the two classes, while there is
significant difference in skill to predict,
applying, planning and asking the
question.
From skill of classification
students in on both classes are asked
to grouping the components
ecosystem into biotic and abiotic, then
grouping the components of biotic into
producer, consumer and decomposer.
Both classes are able to classified very
well so there are no significant
difference between both classes. As
same as the skill of classification, in
skill of interpretation students on both
classes asked to interpret the data
about the balanced of ecosystem in
form of the chart, both class are
interpret in the same way, and there is
good enough, therefore can
concluded there are no significant
difference on both classes, even the
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mean of class experiment is higher than
class control. At the skill of prediction
on ecosystem students are asked to
skill made the prediction about the
possibility on the ecosystem if on
components in ecosystem such as
producer are extinct , as the result
students in class experiment answered
it would be change the ecosystem and
ecosystem balanced, so the ecosystem
isn’t longer survive. While class control
give the simple answer that stated it
would be effected only on consumers I
because it depended on producers.
from the answer of both classes so can
be seen the answer of class experiment
that taught by model of guided
discovery is better than class control
of that taught by conventional model.
Another skill is about
application, in this skill students on both
classes try to applying the concept of
food chain from several components,
class experiments can made the food
chain entangling the whole of
components that have been presented
on the worksheet, while class control
made the food chain but it is not all
components entangled. As the result
the answer of class experiment more
complete than class control. At the skill
be of planning, students in both classes
make the experiment’s procedure, the
purpose was known the effect of

ecosystem changing. Class experiment
made completed and detailed
procedure, better than class control. At
the skill of communication both classes
were tried to read the table, the data on
the table about the population of
several components day by day and
then changed the table into the chart.
Both classes are doing very well, than
concluded there was no significant
difference at the skill of communication
in ecosystem topic. The last is skill of
asking the question, students on both
classes are given by one article about
in-balancing of ecosystem in Sumatera,
from that article students have to make
the questions at least three questions.
Class experiment made the question
consisting C4 until C6, while class
control made the question consisting of
C2 until C5. From the result can be
concluded that class experiment is
better than class control.
As the result presented the
significant differences of science
process skill on the skill of prediction,
application, planning and asking,
Students who taught by guided
discovery learning model showed the
highest result than class conventional
that mostly taught by speech. Students
in class guided discovery taught by
experiment. as well as the experiment,
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students must be solved the problem,
in order to solved the problem students
will make the research question first, it
will be increased the ability of student to
asking the question. To solve the
problem then students must be make
the hypothesis from the observation,
this increase the ability of predict and
make a planning for the future by
looking at the facts. In order proved the
hypothesis students pretended to made
journal or work procedure by used
some materials and tool, then try to
implemented to environment this case
increased the ability of students to
applying the concept. By doing all
activities by themselves students will
get the experience and can remember
longer than if concept or information
giving directly by teacher. This result
supported by another research from
Hadiana (2011), stated Science
Process Skill Created the learning on
the form of experience that will be
developed the ability, therefore
students more creative, active, and
have the skill got the knowledge.
From Skill of classification,
interpretation and communication, there
was no significant difference between
two classes. As well as class guided
discovery, in class conventional there is
also group discussion method. In this
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group discussion students that have between two classes at the skill of
been explained the concept, asked to Prediction, Application, Planning and
presented by their own word and asking, while there is no significant
making the conclusion, this also difference of science skill process
effected that there is no differences of between two classes at the skill of
communication skill between class classification, interpretation and
guided discovery that usually working communication at ecosystem topic in
by group discussion in every meetings. grade X SMA Negeri 2 Kisaran
Academic year 2014/2015. Totally the
Besides the advantages, guided
result of science skill process in class
discovery learning also has
guided discovery significantly higher
disadvantage, according to Hadiningsih
than class conventional.
(2011) they are: 1) Model is less
success when applied in a large class, ACKNOWLEDGEMENT
2) Teaching in guided discovery
The writer would like to express
learning need much time, therefore
her thanks to Allah SWT. And the
there are must be mental preparation or
writer also thanks to Zamri, S.Pd,
this model, 3) In some school facilities
Yusmaini Yasin (Almh) and Nazmah
needed to try the ideas may not exist.
Fitri, S.E as my lovely parents for the
This may causing that there is no
prayer, support in moral and material
differences of skill classification and
and all motivation. Very Special
interpretation between two classes.
Thanks to Prof.Dr.rer.nat Binari

CONCLUSION Manurung, as supervisor for all critics,

Based on research, The result advices and guidance to the writer

of research showed that the result of since research started until finished.

learning outcomes of students that

REFERENCES
taught by guided discovery learning
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Dimyati. & Mudjiono., (2012), Belajar
taught by conventional learning model dan Pembelajaran, Penerbit Rineka
at ecosystem topic in grade X SMA Cipta, Jakarta
Negeri 2 Kisaran Academic Year
Fatokun, K.V.F. & Eniajeyu, P.A.,
2014/2015. There is significant (2014), The Effect of Concept
differences of science skill process Mapping Guide Discovery Integrated
Teaching Approach On Chemistry
 13

Students’ Achievement and Sani, R., (2013), Inovasi Pembelajaran,

Retention. Academic Journal,
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Hadiana., R., (2011), Pengaruh
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Hidayatullah, Jakarta.
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Outcome and Higher Order Thinking
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