The Implementation of Discovery Learning Method to Increase Learning Outcomes and Motivation of Student in Senior High School

Based on data from the observation of high school students grade XI that daily low student test scores due to a lack of role of students in the learning process. This classroom action research aims to improve learning outcomes and student motivation through discovery learning method in colloidal material. This study uses the approach developed by Lewin consisting of planning, action, observation, and reflection. Data collection techniques used the questionnaires and ability tests end. Based on the research that results for students received a positive influence on learning by discovery learning model by increasing the average value of 74 students from the first cycle to 90.3 in the second cycle and increased student motivation in the form of two statements based competence (KD) categories (sometimes) on the first cycle and the first statement KD category in the second cycle. Thus the results of this study can be used to improve learning outcomes and student motivation.


INTRODUCTION
One of the chemical learning activities in high school is still experiencing difficulties.Based on the observations at SMAN 86 Jakarta, it was found that daily test data of the students of class XI IPA 2 even semesters were in a low level.The low score of the students related to learning motivation is not good enough or low so the impact on student learning outcomes.In addition, researchers also found that the laboratory is less functional for learning activities so that learning activities are limited to notes, exercises, and memorizing only.Cycle I presented in Table 1.The result of students indicates that there is not fullfiled 80% yet, so the researchers need to make the improvement in the implementation of this cycle I.
Based on the results of these observations, is very supportive to do a research.This research is conducted to find solutions and new innovations in the learning process.This research use classroom action research method (PTK).This research is one form of devotion to the current state of education.Through this activity, researchers become aware of the conditions and problems encountered in learning activities.This classroom action research, aimed at solving classroom learning problems.Look at the facts of the problem, then on colloid material need to apply discovery learning method.Based on research conducted by Khoirunnisa, et al (2015) discovery learning makes students find their own concept of knowledge gained, so that student learning outcomes will increase.This is also supported by research conducted by Wulandari (2015) that the choice of learning discovery because this model provides an opportunity for students to think, find, argue, and work together through scientific learning activities, so can get knowledge of important concepts which will have an impact on improving learning outcomes.not only be a lesson to memorize the concept but also be done with laboratory activities.
planned.In this research the action for each cycle is to use the discovery learning model.
reflection is a step in which at this stage analyzed the progress of the learning outcomes along with the students' learning motivation and the constraints that arise when action is taken for improvement in the next cycle.The research was conducted on the even semester of the academic year 2015/2016.Data collection took place in XI IPA 2 SMA Negeri 86 Jakarta class, starting on the first cycle was held on 26 April 2016, and cycle II on 3May 2016.Subjects in this study were all students class XI IPA 2. Data collection techniques used the questionnaires and ability tests end.Test methods are used to determine the level of student achievement in the cognitive aspect.The test is in the form of a description given at the end of each lesson.Before the instrument is used in the research, the instrument performed expert validation in advance with 1 expert validator.Instrument test Questionnaire used to determine the level of student Saridewi, et al eof students taking the test The analysis of this research is used to know and describe about state of motivation variable.The researchers used likert scale to measure the motivation.RESULT AND DISCUSSION This classroom action research was conducted in two cycles and was conducted from 26April 2016 to 9 May 2016 on colloidal material.Based on the result of the research, the researcher got the data of the result of the research in the form of numbers analyzed to know there or not the improvement of the learning result and the students' learning motivation after the learning discovery is applied in the learning process.These data include the results of cognitive tests and the results of questionnaire data conducted during the study.This research begins with pre-research activities before going into cycle I.preresearch activities aimed to find out specific student learning problems.Research Results in Cycle I The Cycle I 1.The Planning Step of Cycle I This cycle of planning cycle consists of preparation of RPP which includes learning discovery and preparing research instrument in the form of student worksheet with colloidal system material, cognitive question, and questionnaire to measure student's motivation.2. The Action step of Cycle I The action phase is an implementation of action planning JPPI, Vol. 3, No. 2, November 2017, p. 124-133 Saridewi, et al e-ISSN 2477-2038 128 that is the use of learning discovery to improve learning outcomes and student motivation.Before beginning in cycle I, students are divided into 6 groups and each group is assigned to do the practicum about the difference of solution, colloid, and suspension.Students are given LKS as reference when conducting practicum activities.This LKS should be done by students in a group.Students find themselves different from solutions, colloids, and suspensions.At the time students do practicum, teachers only help groups who have difficulty and conditioned the classroom so that the practice can work well.reflection was done by the researchers and they discussed the weakness of learning process in cycle I with other researchers.The analysist of cognitive test result at improve the quality of learning and student learning outcomes through a many of well-designed actions.For achieve maximum improvements and quality improvement, the formulation of the action is not enough to be done just one depends on the level of achievement of quality improvement.When the pegged success indicator has been reached, the research cycle can be stopped (Elfanany, 2013).This research lasted only 2 cycles because in cycle I the target indicator of success has not been achieved so it need further action in the next cycle.In the first cycle, the success reached only 20% with as many as 28 students (Not Completed) and only 7 students (Completed).The inadequacy of this target is due to the lack of approach with the students so that they do not know how far the understanding of the students, the lack of clarity of the content of the LKS, the lack of clarity of the material on the presentation of the material in the LKS, and the number of students who do not record the information / findings on the note that only rely on his friends.So the results of students' cognitive assessment can not be achieved 80% success targets.In cycle I also measured student's motivation by using questionnaire and obtained the result of questionnaire with there is still "occasional" criterion from result of questionnaire obtained.This means that in the first cycle has not achieved the success of the method used to improve student learning motivation.JPPI, Vol. 3, No. 2, November 2017, p. 124-133 Saridewi, et al e-ISSN 2477-2038 131 Therefore, this research should be continued in the next cycle.The continuation of this research in cycle II with the same steps as in cycle I.The initial stage of planning by fixing any shortcomings and improve the results of the solution to reflection in stage I.The next step is action.The action in cycle II is the result of reflection from cycle I.Based on the process of action in cycle II can be identified the increase of learning outcomes and student learning motivation.In the learning results obtained data on the average score of learning outcomes in cycle I of 74 and cycle 2 of 90.3 and in the second cycle has achieved the percentage of success targets of 87.50% while the achievement target of 80%.This means the percentage of success has been achieved.Judging from the calculation results obtained an average increase in student learning outcomes of 16.3%.The success of this study is in accordance with research that has been done by Khoirunnisa, et al (2015) that discovery learning model can improve student learning outcomes because this discovery learning model makes students find their own concept of knowledge gained, so students can master the concept.Another study was also conducted by Istiana (2015) that the discovery learning model can increase student activity and achievement, especially for materials that require a good understanding of concepts and mathematical skills.In addition, according to Wulandari (2015) the choice of learning discovery because this model provides an opportunity for students to think, discover, argue, and work together through scientific learning activities, as well as gain knowledge of important concepts that will later impact on improvement learning outcomes.The first step of learning discovery is planning.This step is done preparation of learning tools namely RPP, syllabus, and Student Worksheet to be used.Next stage of stimulation by providing stimulation in the form of video footage of colloid application in life so that students stimulated before the learning begins.Once stimulated students are directed to identify a problem in the video about colloids.Students who have identified the problem continue to collect data in the form of observation (experiment).Before students do experiment, students must collect data in advance by searching for the correct theory.The data that have been collected done data repetition accompanied by the proof of theory.Evidence of the theory is done by doing a direct observation or experiment.The results of the JPPI, Vol. 3, No. 2, November 2017, p. 124-133 Saridewi, et al ea pernyatan about the habits of students in learning activities that are positive.Therefore, by looking at the results of the analysis in the questionnaire cycle II can be concluded that there is an increase in student motivation in learning.The results of this research can prove that the increase in student learning motivation in line with increasing student learning outcomes.This happens because learning by using the model of discovery learning is a student-centered learning activity so that the curiosity of students increases and makes motivated in learning so that in learning colloid material that there are many concepts of student theories can be more eager in understanding the concepts.This is in accordance with the opinion Miru (2009) students who have strong motivation will have a lot of energy to conduct learning activities.Student motivation is very influential on achievement.Students who have great motivation, the results achieved will be better than the students who have less motivation.According to Agustina (2011) in the results of his research says that if students are motivated in learning, then the learning achievement will be good (high) otherwise if students have bad habits in learning, then the learning achievement will be bad (low).Therefore, the motivation of learning in the student self needs to be strengthened continuously.Students who have strong learning motivation students will study hard and focus on the material, so that learning runs optimally that results in increased student cognitive value.CONCLUSION Based on the results of research and discussion can be drawn some conclusions that the cognitive aspects of students get a positive effect of learning by using discovery learning model with the increase of the average student score from 74 in the first cycle to 90.3 in cycle II and the application of discovery learning model can increase students' learning motivation by 2 statements with KD category (sometimes) on cycle I and 1 category KD statement in cycle II.

Table 3 the
Result of reflection Cycle I