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Journal articles on the topic 'Guided discovery'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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1

Overholser, James C. "Guided Discovery." Journal of Contemporary Psychotherapy 43, no. 2 (November 27, 2012): 73–82. http://dx.doi.org/10.1007/s10879-012-9229-1.

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2

Nugroho, Anwari Adi, and Singgih Subiyantoro. "INTEGRASI PEMBELAJARAN GUIDED DISCOVERY DALAM MODUL SPERMATOPHYTA UNTUK MAHASISWA PENDIDIKAN BIOLOGI." Jurnal Pendidikan Matematika dan IPA 9, no. 1 (January 18, 2018): 57. http://dx.doi.org/10.26418/jpmipa.v9i1.23698.

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Guided discovery learning is a learning that invites students to actively discover the concept / knowledge through a series of activities. Guided discovery learning can be integrated in teaching modules to make learning more effective and self-reliant. This study aimed to integrate guided discovery learning in spermatophyta module for biology education students. This research is an explorative research with stages include curriculum analysis, subject matter analysis, learning model analysis, and integration of learning model in the Module. Data source in the form of book document, expert opinion, and spermatophyta module. Data analysis used qualitative descriptive analysis. Based on the analysis result, it is found that guided discovery guided discovery integrated in module include stimulation, problem statement, data collection, verification, generalization . The guided discovery guided synthesis is integrated into 3 subspaces on spermatophyta material 1) classification, determination, and nomenclature of plants, 2) spermatophyta (seed plants); 3) high plant herbarium. Integration of guided discovery learning on unified modules integrated in the module component of learning activities.Keywords: Guided discovery, Spermatophyta Module
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3

Gawron, Jean M., Alex Dodge, Ming-Hsiang Tsou, Brian Spitzberg, and Li An. "Linguistically guided community discovery." Big Data & Society 6, no. 1 (January 2019): 205395171984663. http://dx.doi.org/10.1177/2053951719846634.

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Within some online communities, discussion often centers on issues on which writers take sides, and within some subset of those debate-prone communities, we find over time that particular sets of writers almost always end up on the same side of an issue. These sets we call factions. In this paper, we describe a tool to perform what we call faction discovery on online communities. Generalizing methods developed in the bibliometrics and information retrieval literature, we define a network determined by similarities of content in a community of users and add in direct evidence of online ties between users (e.g., link information such as mention-links). We then perform community detection on the network to find factions. Using a set of data collected from science and fantasy blogs, we show that the discovered factions accurately reflect an active conflict in the community leading to significant, politically related social fracture.
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Asyari, Dian Noer. "KEEFEKTIFAN MODEL GUIDED DISCOVERY LEARNING UNTUK MENINGKATKAN KETERAMPILAN KETERAMPILAN BERPIKIR KRITIS." Edupedia 3, no. 2 (January 8, 2019): 17–27. http://dx.doi.org/10.35316/edupedia.v3i2.257.

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Discovery learning is a learning situation on wich the principle content of what is tobe learned is not give but must be independly discovered by student. The effectiveness of guided discovery learning model to improve students’ critical thinking skills uses 6 indicators, are: formulating problems, formulating hypotheses, analyzing date, providing alternatives, summing up, communicating and applying principle. The guided discovery learning model was included in the effective category in terms of: (a) Improvement (N-gain) of students’ critical thinking skills by 0.65 with moderate criteria and (b) Students respond positively to learning using guided discovery learning model and its learning tools on implementation.
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Turkcapar, M., Melis Kahraman, and A. Sargin. "Guided Discovery with Socratic Questioning." Journal of Cognitive-Behavioral Psychotherapy and Research 4, no. 1 (2015): 47. http://dx.doi.org/10.5455/jcbpr.188198.

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Achoy Solano, Daniela. "Implementing Guided-Discovery Grammar Learning." LETRAS, no. 68 (July 6, 2020): 143–73. http://dx.doi.org/10.15359/rl.2-68.6.

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This inquiry explores the implementation of guided discovery as a means to promote analyzing and reasoning skills in the study of grammar in the English as a Foreign Language (EFL) class. A grammar guided discovery learning-based action plan was analyzed based. This study acknowledges the need to develop analytical and reasoning skills when learning grammar and highlights therelevance of reflecting upon current teaching practices to attain effective grammar learning.
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Fitriani, Veta, and Lusi Eka Afri. "Pengembangan Lembar Kerja Siswa Matematika Berbasis Penemuan Terbimbing Untuk Siswa Kelas VII Sekolah Menengah Pertama Pada Materi Segiempat." Jurnal Absis : Jurnal Pendidikan Matematika dan Matematika 3, no. 1 (October 31, 2020): 220–29. http://dx.doi.org/10.30606/absis.v3i1.494.

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This study aims to produce valid guided discovery-based math worksheets on rectangular material. This type of research is development research. This research consists of three stages of development, definition, design, and development. This study's subjects were class VII students of SMP Negeri 3 Rambah Hilir in the second semester of the 2019/ 2020 school year. The instrument used in this study was a validation questionnaire sheet. Discovery-based worksheets guide the results of this study. Based on the validity test of the guided discovery-based student worksheet carried out on three validators with several revisions and improvements, the average score of the guided discovery-based student worksheet validation was 3.73 with a very valid category. So it can be concluded that guided discovery-based worksheets are very valid.
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8

Wyss, Daniel F. "Structure-guided applications in drug discovery." Drug Discovery Today 8, no. 20 (October 2003): 924–26. http://dx.doi.org/10.1016/s1359-6446(03)02853-8.

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9

Bindel, Thomas H., and John C. Fochi. "Guided Discovery: Law of Specific Heats." Journal of Chemical Education 74, no. 8 (August 1997): 955. http://dx.doi.org/10.1021/ed074p955.

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10

Flemming, Alexandra. "Resistance-guided discovery of new antibiotics." Nature Reviews Drug Discovery 12, no. 11 (October 18, 2013): 826. http://dx.doi.org/10.1038/nrd4158.

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11

Khasanah, V. N., B. Usodo, and S. Subanti. "Guided discovery learning in geometry learning." Journal of Physics: Conference Series 983 (March 2018): 012160. http://dx.doi.org/10.1088/1742-6596/983/1/012160.

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Li, C. H. "Guided Cluster Discovery with Markov Model." Applied Intelligence 22, no. 1 (January 2005): 37–46. http://dx.doi.org/10.1023/b:apin.0000047382.74353.8f.

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Ferenczy, György G., and György M. Keserű. "Thermodynamics guided lead discovery and optimization." Drug Discovery Today 15, no. 21-22 (November 2010): 919–32. http://dx.doi.org/10.1016/j.drudis.2010.08.013.

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Yoshida, Takuma. "Structure discovery and parametrically guided regression." Stat 5, no. 1 (2016): 213–23. http://dx.doi.org/10.1002/sta4.118.

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Jena, Puru, and Qiang Sun. "Theory-Guided Discovery of Novel Materials." Journal of Physical Chemistry Letters 12, no. 28 (July 9, 2021): 6499–513. http://dx.doi.org/10.1021/acs.jpclett.1c01895.

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Matsumaru, Takanori. "Drug Discovery Assisted by Kinetic Target Guided Synthesis." Journal of Synthetic Organic Chemistry, Japan 73, no. 12 (2015): 1245–46. http://dx.doi.org/10.5059/yukigoseikyokaishi.73.1245.

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Khaeruddin, Khaeruddin, Muslimin Ibrahim, and Z. A. Imam Supardi. "MENGEMBANGKAN KARAKTER TANGGUNG JAWAB DAN KEMAMPUAN AKADEMIK SISWA MELALUI PENDEKATAN PEMBELAJARAN PENEMUAN (DISCOVERY LEARNING)." JPPS (Jurnal Penelitian Pendidikan Sains) 1, no. 1 (January 19, 2017): 6. http://dx.doi.org/10.26740/jpps.v1n1.p6-18.

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This study investigated the difference of student’s cognitive competency, scientific skills, and responsibility level after following teaching and learning process using discovery learning type less structured guided discovery and type guided discovery and describes the implementation and student’s activity on physics learning using teaching material based on discovery learning approah. The Subject of this study was students 10th grade of SMK Negeri 2 Sumbawa Besar at 2nd semester academic year 2010/2011. It was experimental research of two-groups pretesst-posttest design. The techniques of data collecting are testing and observing. The data were analyzed desciptively and by using inferential statistic. The results revealed that: (1) Student’s cognitive competency, scientific skills, and responsibility level after following teaching and learning process using discovery approach with less structured guided discovery type was better than guided discovery type (2) The implemnetation of physic learning by using teaching material which based on discovery learning on both less structured guided discovery and guided discovery types were each 98.08%; (3) The steps of discovery learning on both less structured guided discovery and guided discovery types have been proved to be able develope student’s academic competency and responsibility character; (4) Student’s activities at physics learning by using teaching material which based on discovery learning described activities which relevant with steps of discovery learning on both the less structured guided discovery and guided discovery types.Penelitian ini bertujuan untuk menguji adanya perbedaan kemampuan kognitif, keterampilan ilmiah, dan tingkat tanggung jawab siswa setelah diberikan pembelajaran discovery dengan tipe berbeda dan mendeskripsikan keterlaksanaan dan aktivitas siswa pada penerapan perangkat pembelajaran fisika yang berorientasi pada pendekatan discovery dengan tipe berbeda. Subyek dalam penelitian ini adalah siswa kelas X SMK Negeri 2 Sumbawa Besar semester genap tahun ajaran 2010/2011. Penelitian ini merupakan penelitian eksperimental dengan rancangan Two-Groups Pretest-Postest Design. Teknik pengumpulan data dalam penelitian ini adalah pemberian tes dan observasi. Data-data yang dikumpulkan dianalisis secara deskriptif dan menggunakan statistik inferensial. Hasil analisis data menunjukkan bahwa: (1) kemampuan kognitif, keterampilan ilmiah, dan tingkat tanggung jawab siswa setelah diberikan pembelajaran fisika melalui pendekatan pembelajaran penemuan (discovery learning) tipe less structured guided discovery lebih baik daripada tipe guided discovery; (2) keterlaksanaan pembelajaran fisika yang menggunakan perangkat pembelajaran berorientasi pada pendekatan discovery adalah 98,08 % pada kedua tipe guided discovery dan tipe less structured guided discovery; (3) aktivitas siswa selama penerapan perangkat pembelajaran fisika yang berorientasi pada pendekatan discovery menggambarkan aktivitas siswa yang sesuai dengan tahap-tahap pembelajaran discovery baik pada tipe guided discovery maupun pada tipe less strucured guided discovery; dan (4) penerapan perangkat pembelajaran fisika yang berorientasi pada pendekatan pembelajaran discovery pada kedua tipe less structured guided discovery dan tipe guided discovery terbukti dapat mengembangkan kemampuan akademik dan karakter tanggung jawab siswa.
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18

Yuliana, Tasari, and Septiana Wijayanti. "The Effectiveness of Guided Discovery Learning to Teach Integral Calculus for the Mathematics Students of Mathematics Education Widya Dharma University." Infinity Journal 6, no. 1 (January 24, 2017): 01. http://dx.doi.org/10.22460/infinity.v6i1.222.

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The objectives of this research are (1) to develop Guided Discovery Learning in integral calculus subject; (2) to identify the effectiveness of Guided Discovery Learning in improving the students’ understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model and experimental group that was taught using Guided Discovery Learning model. The instruments of this research included pre-test, post-test, and student’s response questionnaire. The data of post-test was analyzed using T-test. The result was H0 was rejected for the level of significance The result of this data analysis found out that Guide Discovery Learning was more effective than Conventional Model. It was supported by the result questionnaire. The result of questionnaire that more than 75% questionnaire items got 67.65% positive response. It means Guided Discovery Learning can increase students’ interest in joining integral calculus class.
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Yuliana, Yuliana, Tasari Tasari, and Septiana Wijayanti. "THE EFFECTIVENESS OF GUIDED DISCOVERY LEARNING TO TEACH INTEGRAL CALCULUS FOR THE MATHEMATICS STUDENTS OF MATHEMATICS EDUCATION WIDYA DHARMA UNIVERSITY." Infinity Journal 6, no. 1 (January 29, 2017): 01. http://dx.doi.org/10.22460/infinity.v6i1.p01-10.

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The objectives of this research are (1) to develop Guided Discovery Learning in integral calculus subject; (2) to identify the effectiveness of Guided Discovery Learning in improving the students’ understanding toward integral calculus subject. This research was quasy experimental research with the students of even semester in Mathematics Education Widya Dharma University as the sample. Cluster Random sampling was conducted to determine control group that was taught using Conventional model and experimental group that was taught using Guided Discovery Learning model. The instruments of this research included pre-test, post-test, and student’s response questionnaire. The data of post-test was analyzed using T-test. The result was H0 was rejected for the level of significance The result of this data analysis found out that Guide Discovery Learning was more effective than Conventional Model. It was supported by the result questionnaire. The result of questionnaire that more than 75% questionnaire items got 67.65% positive response. It means Guided Discovery Learning can increase students’ interest in joining integral calculus class.
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Karumikawati, Tunjung Paryana, Leny Yuanita, and Endang Susantini. "PERBEDAAN IMPLEMENTASI TIPE DISCOVERY LEARNING TERHADAP KEMAMPUAN KOGNITIF, KETERAMPILAN FREE DISCOVERY, DAN PENGEMBANGAN KARAKTER KEMANDIRIAN SISWA SMP." JPPS (Jurnal Penelitian Pendidikan Sains) 1, no. 2 (January 23, 2017): 116. http://dx.doi.org/10.26740/jpps.v1n2.p116-119.

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The objective of this research is to compare the effectiveness of the guided discovery and the less structured discovery methods cognitive ability, free discovery skill, and autonomous character of the Junior High School. Forty Ponorogo Junior High School students have divided into two research classes were involved in this investigation using The Method of Science as the subject matter. The research was implemented in two phase, the development of the discovery learning resources, using the Kemp model, and the implementation of learning resources using the matching only pretest-posttest control group design (quasi experiment). From the hypothesis test (α: 0,005) showed that: (1)Cognitive skill of less structured discovery class higher than guided discovery class (Sig. 0.0025<α). The individual cognitive skill of guided discovery students increased from 20% to 65%, and for less structured discovery students increased from 10% to 80%; (2)Free discovery skill and autonomous character of less structured discovery class not higher than guided discovery class (free discovery skill Sig. 0,467>α; autonomous Sig.; 0,031; 0,028>α) . Free discovery skill of guided discovery students increased from 20% to 80%, and that of less structured discovery students increased from 10% to 35%. The average percentage of autonomous character of guided discovery students ranges from 64,29% to 90,48%, and that of less structured discovery students ranges from 71,43% to 90,48%. The shortage of time allocation for the teaching and learning process was the main obstacle. Penelitian ini bertujuan untuk membandingkan tipe pembelajaran discovery (guided discovery dan less structured discovery) terhadap kemampuan kognitif, keterampilan free discovery, dan kemandirian siswa SMP. Subjek penelitian sejumlah 40 siswa yang dibagi dalam 2 kelas penelitian di SMP Negeri 1 Ponorogo kelas VII dengan materi pembelajaran metode ilmiah. Penelitian dilaksanakan dalam dua tahap, yakni tahap pengembangan perangkat pembelajaran discovery mengikuti rancangan Kemp dan tahap penerapan perangkat pembelajaran menggunakan rancangan penelitian the matching only pretest-posttest control group design (quasi experiment). Hasil uji hipotesis (α: 0,005) menunjukkan bahwa: 1) Kemampuan kognitif kelas less structured discovery lebih tinggi dari kelas guided discovery (Sig. 0,0025<α). Pada kelas guided discovery, kemampuan kognitif berdasarkan ketuntasan individu mengalami peningkatan dari 20% menjadi 65% dan pada kelas less structured discovery mengalami peningkatan dari 10% menjadi 80%. 2) Keterampilan free discovery dan kemandirian siswa kelas less structured discovery tidak lebih tinggi dari kelas guided discovery (keterampilan free discovery Sig. 0,467> α; kemandirian Sig. 0,031; 0,028>α). Pada kelas guided discovery, keterampilan free discovery mengalami peningkatan dari 20% menjadi 80% dan pada kelas less structured discovery mengalami peningkatan dari 10% menjadi 35%. Rata-rata persentase kemandirian pada kelas guided discovery bervariasi 64,29% hingga 90,48% dan kelas less structured discovery antara 71,43% hingga 90,48%. Waktu menjadi hambatan utama dalam penelitian ini sehingga dibutuhkan pengalokasian yang lebih baik pada setiap tahapan pembelajaran.
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Rozi, Fachrul. "Electronic Student Worksheet Design based on Guided Discovery Learning to Improve Critical Thinking Ability." Journal of Advanced Research in Dynamical and Control Systems 12, no. 7 (July 20, 2020): 502–10. http://dx.doi.org/10.5373/jardcs/v12i7/20202032.

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Wahyuni, Wahyuni, Tukiran Tukiran, and Widodo Widodo. "PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA ANALISIS BERBASISMODEL PEMBELAJARAN GUIDED DISCOVERY UNTUK MELATIH PEMAHAMAN KONSEP DAN KETERAMPILAN BERPIKIR KRITIS SISWA SMK." JPPS (Jurnal Penelitian Pendidikan Sains) 2, no. 2 (January 25, 2017): 181. http://dx.doi.org/10.26740/jpps.v2n2.p181-190.

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This research is purposed to develop learning instrument of chemical analysis for eleventh grade of vocational high school student on the material of conducting water analysis and mineral through guided discovery learning model. This research is designed using Dick and Carey model whereas the experimental design using One Group Pretest-Posttest Design. This finding research is learning instrument materials which developed generally becomes acceptable or good. The analysis result of hand book and work book literacy are understandable and literate for student. The implementation of lesson plan is good but students activity for observing, discussing, and delivering opinion are dominant with 19%, 16%, and 13% respectively. Based on minimum completeness, guided discover y learning model also gave influence for students learning result which is on complete category. This research also described that N-gain comprehensions of concept average and critical thinking ability are on high category level. Students response to guided discovery learning model is good. Base on this research, it completely concluded that learning on the material of conducting water analysis and mineral using guided discovery model is able to encourage students concept comprehension and critical thinking ability.Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran Kimia Analisis siswa SMK kelas XI pada pokok bahasan Melakukan Analisis Air dan Mineral (MAAM) melalui model pembelajaran guided discovery. Desain pengembangan pada penelitian ini menggunakan model Dick and Carey, sedangkan rancangan uji coba menggunakan One Group Pretest-Posttest Design. Temuan penelitian ini yaitu perangkat pembelajaran yang dikembangkan secara umum berkategori baik. Hasil analisis keterbacaan BAS dan LKS mudah dipahami dan terbaca oleh siswa. Keterlaksanaan RPP berkategori baik sedangkan aktivitas siswa yang dominan adalah melakukan pengamatan, berdiskusi, dan berpendapat masing-masing adalah 19%, 16%, dan 13%. Berdasarkan tinjauan Kriteria Ketuntasan Minimal (KKM), model pembelajaran guided discovery juga memberikan pengaruh pada hasil belajar siswa yang berada pada kategori tuntas. Hasil penelitian ini juga menunjukkan bahwa N-gain rata-rata pemahaman konsep dan keterampilan berpikir kritis berada pada kategori tinggi. Respon siswa terhadap pembelajaran dengan model guided discovery dinilai baik. Berdasarkan hasil tersebut, disimpulkan bahwa pembelajaran pada pokok bahasan Melakukan Analisis Air dan Mineral (MAAM) melalui model guided discovery dapat melatihkan pemahaman konsep dan keterampilan berpikir kritis siswa SMK
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Gamberger, D., and N. Lavrac. "Expert-Guided Subgroup Discovery: Methodology and Application." Journal of Artificial Intelligence Research 17 (December 1, 2002): 501–27. http://dx.doi.org/10.1613/jair.1089.

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This paper presents an approach to expert-guided subgroup discovery. The main step of the subgroup discovery process, the induction of subgroup descriptions, is performed by a heuristic beam search algorithm, using a novel parametrized definition of rule quality which is analyzed in detail. The other important steps of the proposed subgroup discovery process are the detection of statistically significant properties of selected subgroups and subgroup visualization: statistically significant properties are used to enrich the descriptions of induced subgroups, while the visualization shows subgroup properties in the form of distributions of the numbers of examples in the subgroups. The approach is illustrated by the results obtained for a medical problem of early detection of patient risk groups.
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Greenockle, Karen M., and Amelia Lee. "Comparison of Guided and Discovery Learning Strategies." Perceptual and Motor Skills 72, no. 3_suppl (June 1991): 1127–30. http://dx.doi.org/10.2466/pms.1991.72.3c.1127.

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Schultz, Emeric. "A guided discovery approach for learning glycolysis." Biochemical Education 25, no. 4 (October 1997): 205–8. http://dx.doi.org/10.1016/s0307-4412(97)00118-0.

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Surlekar, Sheela. "Teaching biochemistry in a “Guided Discovery Curriculum”." Biochemical Education 26, no. 3 (July 1998): 218–22. http://dx.doi.org/10.1016/s0307-4412(98)00110-1.

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Behfar, Atta, Randolph S. Faustino, D. Kent Arrell, Petras P. Dzeja, Carmen Perez-Terzic, and Andre Terzic. "Guided stem cell cardiopoiesis: Discovery and translation." Journal of Molecular and Cellular Cardiology 45, no. 4 (October 2008): 523–29. http://dx.doi.org/10.1016/j.yjmcc.2008.09.122.

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Cheng, Alan C., Elizabeth M. Doherty, Sheree Johnstone, Erin F. DiMauro, Jennifer Dao, Abhinav Luthra, Jing Ye, et al. "Structure-guided discovery of dual recognition chemibodies." Acta Crystallographica Section A Foundations and Advances 75, a1 (July 20, 2019): a220. http://dx.doi.org/10.1107/s0108767319097836.

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Suratno, Joko, Ardiana, and Wilda Syam Tonra. "Computer-assisted guided discovery learning of algebra." Journal of Physics: Conference Series 1028 (June 2018): 012132. http://dx.doi.org/10.1088/1742-6596/1028/1/012132.

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Chen, Eric, Robert V. Swift, Nazilla Alderson, Victoria A. Feher, Gen-Sheng Feng, and Rommie E. Amaro. "Computation-Guided Discovery of Influenza Endonuclease Inhibitors." ACS Medicinal Chemistry Letters 5, no. 1 (November 6, 2013): 61–64. http://dx.doi.org/10.1021/ml4003474.

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Hitchcock, Daniel S., Hao Fan, Jungwook Kim, Matthew Vetting, Brandan Hillerich, Ronald D. Seidel, Steven C. Almo, Brian K. Shoichet, Andrej Sali, and Frank M. Raushel. "Structure-Guided Discovery of New Deaminase Enzymes." Journal of the American Chemical Society 135, no. 37 (September 4, 2013): 13927–33. http://dx.doi.org/10.1021/ja4066078.

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Todd, Gillian, and Dawn Freshwater. "Reflective practice and guided discovery: clinical supervision." British Journal of Nursing 8, no. 20 (November 11, 1999): 1383–89. http://dx.doi.org/10.12968/bjon.1999.8.20.1383.

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Mannhardt, Felix, Massimiliano de Leoni, Hajo A. Reijers, Wil M. P. van der Aalst, and Pieter J. Toussaint. "Guided Process Discovery – A pattern-based approach." Information Systems 76 (July 2018): 1–18. http://dx.doi.org/10.1016/j.is.2018.01.009.

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Celis, Sergio, Fruzsina Hobor, Thomas James, Gail J. Bartlett, Amaurys A. Ibarra, Deborah K. Shoemark, Zsófia Hegedüs, et al. "Query-guided protein–protein interaction inhibitor discovery." Chemical Science 12, no. 13 (2021): 4753–62. http://dx.doi.org/10.1039/d1sc00023c.

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Zulkifli, Lalu, Sutrio Sutrio, and Jannatin ‘Ardhuha. "PENGARUH MODEL PEMBELAJARAN GUIDED DISCOVERY TERHADAP KEMAMPUAN PEMECAHAN MASALAH DAN HASIL BELAJAR FISIKA PESERTA DIDIK." Jurnal Ilmiah Profesi Pendidikan 5, no. 1 (May 26, 2020): 71–76. http://dx.doi.org/10.29303/jipp.v5i1.112.

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Abstrak: Salah satu model yang dapat digunakan untuk melatih kemampuan pemecahan masalah dan meningkatkan hasil belajar peserta didik adalah model pembelajaran guided discovery. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran guided discovery terhadap kemampuan pemecahan masalah dan hasil belajar fisika peserta didik pada tahun 2019 bertempat di SMA 6 Mataram. Jenis penelitian yang digunakan kuasi eksperimen dengan desain penelitian non-equivalent control group design with pre-testand post-test. Teknik pengambilan sampel digunakanpurposive sampling, sehingga terpilih XI MIPA 4 sebagai kelas eksperimen dan XI MIPA 5 sebagai kelas kontrol. Kelas eksperimen diberi perlakuan berupa model pembelajaranguided discovery sedangkan kelas kontrol diberi perlakuan berupa model pembelajaran konvensional. Instrumen penelitian terdiri atas tes kemampuan pemecahan masalah (KPM) berupa tes uraian dan tes hasil belajar berupa tes pilihan ganda untuk pre-tes digunakan materi gerak harmonis sederhana, untuk post-tes digunakan materi elastisitas zat padat, dengan mempertimbangkan validitas, reliabilitas, taraf kesukaran soal dan daya beda soal. Uji analisis hipotestis menggunakan uji manova bantuan IBM SPSS 23. Hasil uji hipotesis didapatakan nilai signifikan 0,004 pada taraf nilai signifikan 0,05 yang artinya H0 ditolak. Berdasarkan hasil analisis tersebut dapat disimpulkan bahwa terdapat pengaruh model pembelajaran guided discovery terhadap kemampuan pemecahan masalah dan hasil belajar fisika peserta didik.Kata kunci: Guided discoveri, Kemampuan pemecahan masalah, Hasil belajarAbstract: One model that can be used to practice problem solving skills and improve student learning outcomes is the guided discovery learning model. This study aims to determine the effect of guided discovery learning models on problem solving abilities and physics learning outcomes of students in 2019 at SMA 6 Mataram. This type of research used quasi-experimental research design with non-equivalent control group design with pre-test and post-test. The sampling technique used was purposive sampling, so XI MIPA 4 was chosen as the experimental class and XI MIPA 5 was chosen as the control class. The experimental class was treated as a guided discovery learning model while the control class was treated as a conventional learning model. The research instrument consisted of a problem solving ability test in the form of a breakdown test and a test of learning outcomes in the form of a multiple choice test for pre-tests using simple harmonic motion material, for post-tests the material used was solidity elasticity, taking into account validity, reliability, level of difficulty problems and different power problems. Hypothesis analysis test using IBM SPSS 23 manova test. Hypothesis test results obtained a significant value of 0.004 at a significant value of 0.05 which means that H0 is rejected. Based on the results of the analysis it can be concluded that there is an influence of guided discovery learning models on the ability of problem solving and student physics Learning resultKeywords: Guided discovery, Problem solving abolities,Learning result
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Saputra, Galuh Arga Wisnu, and Bambang Subali. "Effectiveness comparison of guided discovery and semi-guided discovery learning models toward the fact-finding skill on plantae material." JURNAL BIOEDUKATIKA 7, no. 2 (December 29, 2019): 115. http://dx.doi.org/10.26555/bioedukatika.v7i2.12547.

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Jayanto, Ignasius Fandy, Sri Hastuti Noer, and Caswita Caswita. "Development of Guided Discovery Learning to Improve Reflective Thinking." International Journal of Trends in Mathematics Education Research 2, no. 2 (May 1, 2019): 106. http://dx.doi.org/10.33122/ijtmer.v2i2.116.

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This study is a development research that aims (a) to produce valid and practical Guided Discovery learning to improve the ability of reflective thinking, and (b) to determine the effectiveness of Guided Discovery learning to improve the ability to think reflective. This research is a Research and Development (R & D). The research subjects were seventh grade students of SMP Paramarta 1 Seputih Banyak in the academic yearof 2018 / 2019. The instruments used are observation sheets, interview sheets, validity assessment instruments, trial sheets, and reflective thinking test instruments. The results of this study are (a) Guided Discovery learning has valid and practical criteria and (b) Average N-Gain scores mathematically reflective thinking of students after given Guided Discovery learning bigger than the average N-Gain score of mathematical reflective thinking skills of students who following conventional learning. Suggestions for developing Guided Discovery learning as an alternative to improve the ability of mathematical reflective thinking in junior high school students.
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Batubara, Ismail Hanif. "PENINGKATAN KEMAMPUAN PEMAHAMAN KONSEP MELALUI METODE PENEMUAN TERBIMBING BERBANTUAN SOFTWARE AUTOGRAPH PADA MATA KULIAH KALKULUS PEUBAH BANYAK DI FKIP UMSU." MES: Journal of Mathematics Education and Science 4, no. 1 (October 30, 2018): 51–58. http://dx.doi.org/10.30743/mes.v4i1.869.

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Abstract. The purpose of this study was to find out: (1) Is the improvement in students' understanding of mathematical concepts given guided discovery method assisted by software Autograph higher than students who were given guided discovery method learning without Autograph software, (2) Is there an interaction between learning with students' initial mathematical ability to increase the ability to understand student mathematical concepts. This research is a quasi-experimental study. The population of this study is that all classes in the fourth semester mathematics education study program are approximately 184 people. Randomly, two classes were selected from six classes. The experimental class was treated with a guided discovery method assisted by autograph and control class given a guided discovery method without the help of autograph. The instrument used is a description test. Data analysis was performed by analysis of two-way variance (ANAVA). The results showed (1) Increased ability to understand mathematical concepts of groups of students who obtained guided discovery method learning using Autograph software higher than the group of students who received learning through guided discovery methods without software autograph. (2) There is no interaction between the learning model and the initial ability of students to increase the ability to understand students' mathematical concepts.Keywords: ability of concept understanding, Guided Discovery Method, Autograph Software.
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Batubara, Ismail Hanif. "PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA MELALUI METODE PENEMUAN TERBIMBING BERBANTUAN SOFTWARE GEOGEBRA PADA MATA KULIAH KALKULUS PEUBAH BANYAK DI FKIP UMSU." MES: Journal of Mathematics Education and Science 4, no. 2 (June 26, 2019): 152–59. http://dx.doi.org/10.30743/mes.v4i2.1291.

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Abstract. The purpose of this study was to find out: (1) Is the increase in mathematical critical thinking abilities of students given the guided discovery method assisted by Geogebra software higher than students who were given guided discovery method learning without Geogebra software, (2) Are their interactions between learning with students 'initial mathematical abilities towards improving students' critical thinking skills. This research is a quasi-experimental study. The population of this study is that all classes in the fourth-semester mathematics education study program are approximately 120 people. Randomly, two classes were chosen from four classes. The experimental class was treated with Geogebra assisted guided discovery methods and the control class was treated with a guided discovery method without the help of Geogebra. Data analysis was performed by analysis of two-way variance (ANAVA). The results showed (1) Improvement of mathematical critical thinking skills of groups of students who obtained guided discovery method learning using GeoGebra software was higher than the group of students who received learning through guided discovery methods without GeoGebra software. (2) There is no interaction between the learning model and the initial ability of students in improving students' critical thinking skills in mathematics.Keywords: Critical Thinking Ability, Guided Discovery Method, Geogebra
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Prabawati, Nera, Muslimin Muslimin, and Heru Heru. "Upaya Meningkatkan Hasil Belajar Matematika Melalui Guided Discovery Learning dengan Pendekatan Saintifik Materi Operasi himpunan." Jurnal Pendidikan Matematika RAFA 4, no. 2 (December 31, 2018): 142–51. http://dx.doi.org/10.19109/jpmrafa.v4i2.2897.

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Tujuan penelitian untuk mendeskripsikan upaya pembelajaran operasi himpunan dengan guided discovery learning yang dapat meningkatkan hasil belajar siswa dan mendeskripsikan respon siswa terhadap pembelajaran operasi himpunan melalui guided discovery learning. Hasil penelitian menunjukkan bahwa penerapan pembelajaran operasi himpunan dengan model guided discovery learning tersebut, ternyata efektif meningkatkan hasil belajar operasi himpunan siswa kelas VII SMP Muhammadiyah 1Palembang, dan respon siswa terhadap pembelajaran tersebut adalah positif dan umumnya siswa menyatakan senang mengikuti pembelajaran dan bisa memahami materi operasi himpunan dengan baik. Untuk itu, agar pembelajaran matematika melalui model guided discovery learningdapat dijadikan salah satu alternatif pembelajaran di sekolah.
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Fajriati, Winda, and Zonalia Fitriza. "Perbandingan Hasil Belajar Kognitif Peserta Didik Melalui Pembelajaran Guided Discovery dan Guided Inquiry pada Materi Kesetimbangan Kimia." Edukimia 2, no. 1 (February 6, 2020): 57–61. http://dx.doi.org/10.24036/ekj.v2.i1.a113.

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The purpose of this research is to compare the student’s result study who learn using Guided Discovery models and Guided Inquiry models. The research sample is 2 classes XI Science in one of the high schools at SMAN 9 Padang, sample class 1 is the Guided Discovery model treatment and sample class 2 is with the Guided Inquiry model. The research design was Randomized Posttest-Only Comparison Controls Groups Design. The instrument in the study was the learning achievement test (posttest). The results of the study stated that: (1) learning outcomes with the Guided Discovery and Guided Inquiry models there were differences, but not significant. Evidenced by the averages student’s result study of the two classes that have a slight difference, namely sample class 1 (81.86) while sample class 2 (84.36). (2) The results of the statistical test of hypothesis testing with the t test (α = 0.05) obtained tcount = 0.65 and ttable = 1.99. The results show thats the Guided Discovery and Guided Inquiry models effectively improve student learning outcomes.
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Khair, Nishat Z., Jimma L. Lenjisa, Solomon Tadesse, Malika Kumarasiri, Sunita K. C. Basnet, Laychiluh B. Mekonnen, Manjun Li, et al. "Discovery of CDK5 Inhibitors through Structure-Guided Approach." ACS Medicinal Chemistry Letters 10, no. 5 (March 20, 2019): 786–91. http://dx.doi.org/10.1021/acsmedchemlett.9b00029.

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Ochoa, Jessica L., Walter M. Bray, R. Scott Lokey, and Roger G. Linington. "Phenotype-Guided Natural Products Discovery Using Cytological Profiling." Journal of Natural Products 78, no. 9 (August 21, 2015): 2242–48. http://dx.doi.org/10.1021/acs.jnatprod.5b00455.

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Al-Mathami, Saud S. "Knowledge Discovery in Databases: A Query-Guided Approach." Journal of King Saud University - Computer and Information Sciences 10 (1998): 15–25. http://dx.doi.org/10.1016/s1319-1578(98)80002-5.

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Liu, Ruijuan, Danfeng Shi, Junmin Zhang, Xinming Li, Xiao Han, Xiaojun Yao, and Jianguo Fang. "Virtual screening-guided discovery of thioredoxin reductase inhibitors." Toxicology and Applied Pharmacology 370 (May 2019): 106–16. http://dx.doi.org/10.1016/j.taap.2019.03.014.

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Nissani, Moti, Clifford L. Maier, and Norma Shifrin. "A guided discovery exercise for introductory physics labs." Physics Teacher 32, no. 2 (February 1994): 104–7. http://dx.doi.org/10.1119/1.2343917.

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Heine, Daniel, Karin Martin, and Christian Hertweck. "Genomics-Guided Discovery of Endophenazines fromKitasatosporasp. HKI 714." Journal of Natural Products 77, no. 4 (March 11, 2014): 1083–87. http://dx.doi.org/10.1021/np400915p.

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Schultz, Emeric. "A guided discovery approach for learning metabolic pathways." Biochemistry and Molecular Biology Education 33, no. 1 (January 2005): 1–7. http://dx.doi.org/10.1002/bmb.2005.494033010433.

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Fischmann, Thierry O., Alan Hruza, José S. Duca, Lata Ramanathan, Todd Mayhood, William T. Windsor, Hung V. Le, et al. "Structure-guided discovery of cyclin-dependent kinase inhibitors." Biopolymers 89, no. 5 (2008): 372–79. http://dx.doi.org/10.1002/bip.20868.

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Zhang, Xin, Jason B. Cross, Jan Romero, Alexander Heifetz, Eric Humphries, Katie Hall, Yuchuan Wu, et al. "In-silico guided discovery of novel CCR9 antagonists." Journal of Computer-Aided Molecular Design 32, no. 4 (March 26, 2018): 573–82. http://dx.doi.org/10.1007/s10822-018-0113-2.

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