INTRODUCTION
The school environment
is an important educational institution that plays a role in realizing a
nation's development goals. National Education seeks to develop students'
potential to become men of faith and reverence for God Almighty, noble,
healthy, knowledgeable, skilled, creative, and independent, as well as
democratic and accountable citizens (Indriani, 2017). To achieve this
goal, the Ministry of Education and Culture has created an educational
curriculum based on Pancasila (Saphira, 2022). Six profiles
focus on fostering Pancasila students. The six profiles are referred to as the
Pancasila Students profile, namely (1) noble character, (2) critical reasoning,
(3) creativity, (4) global diversity, (5) independence, and (6) cooperation or
collaboration. Pancasila students must know how to collaborate and work
together (Herwati, 2021). Collaboration is
an activity that is part of cooperation which is one of the characteristics of
intelligence in the future, namely the attitude needed to face the industrial
era 4.0 (Syamsudini, 2021). By the current
stage of the 4.0 era of the Industrial Revolution, the education world's use of
technology necessitates the principal's involvement in guiding the learning
process (Bafadal, Wiyono, Adha, Saputra, & Ariyanti, 2020). Moreover,
Opportunities for students (e.g., enhanced student comprehension), teachers
(e.g., improved teacher instruction), and school organization learning are
related to teacher cooperation (e.g., adaption and innovation of curriculum).
When teachers collaborate, they can encourage one another by sharing practices,
assisting with crit,icism, and building novel
instructional materials together (De Jong, Meirink, & Admiraal, 2022).
Pancasila is
Indonesians' social identity, which is their knowledge that they belong to
particular social groupings and the emotional and value importance of their
membership (Meinarno, & Rahardjo,
2012). Strengthening the Pancasila student profile focuses on developing
character and life skills through school culture, intracurricular
and extracurricular learning in each individual student (Rachmawati, Marini, Nafiah, & Nurasiah, 2022). It should be
noted that this Pancasila student profile is the vision and mission of the
Ministry of Education and Culture for the next five years. Ministerial
Regulation No. 22 of 2020 contains the Strategic Plan of the Ministry of
Education and Culture between 2020 and 2024. The Pancasila Student Profile can
be adopted via habituation, training, and growth (Sherly et al., 2021). Here teachers are
required to make changes in designing learning in schools to create a golden
generation of the nation's children who have the profile of Pancasila.
As a mathematics
teacher, the author tries to take real action adapted to Ki Hajar Dewantara's philosophy in the form of the Among method by implementing a
two-variable linear equation (PLDV) learning material integrated with the
Pancasila student profile. The learning that is carried out gives freedom to
develop as widely as possible and gives students space to collaborate, make
their own decisions and dare to take risks. Discovery Learning is one of the
learning models that trains the spirit of collaboration or cooperation among
Pancasila students. In adopting the discovery learning model, the teacher acts
as a tutor who provides students with opportunities to learn actively following
the purpose of study (Ariani & Wachidi, 2018). Moreover, Math
has essential worth, not simply numbers, since we do arithmetic problems, we
become absorbed in it trough honesty, zeal, and
thoroughness when doing math could considered as Pancasila values (Mariana, 2018). The author wants
to develop students' thinking skills with collaboration so that students can
understand the primary material that can be used to solve PLDV problems
systematically. Thus, it is expected that student learning outcomes will
increase.
Based on the results
of the analysis of previous studies, it is known that in the field, many
students experience errors in solving PLDV questions when studying
individually. Students' difficulties in solving PLDV material questions
individually are difficulties understanding the information provided and
changing story questions into mathematical sentence forms. Students lack
understanding of the PLDV concept, so students cannot determine the solution (Maspupah & Purnama, 2020). This has a
shallow impact on learning outcomes. In addition, the results of interviews
with mathematics teachers who were conducted randomly with two students in
class VIIIA of Public Junior High School 5 Sanggau
showed that mathematics learning outcomes declined during this pandemic due to
the lack of activities carried out together, (1) the intensity of teacher and
student discussions much reduced, (2) group work interaction (collaborating)
with friends does not exist, and (3) if at home parents cannot be invited to
collaborate as learning companions, this is what makes learning outcomes low.
In order to avoid loss
of interaction in the learning process, the concept of independent learning
during the pandemic has demanded that teachers innovate and creatively learn
ICT. Innovation in
online learning is interpreted as updates or changes generated by attempts to
solve difficulties faced by a person or group and to better particular
conditions or processes in society (Susilawati & Supriyatno, 2020). Since E-learning
places a greater focus on students' accuracy and foresight in absorbing and
digesting online-delivered information (Kartini, 2021). In online
learning, teachers and students can collaborate and have the skills to use
these innovative applications effectively. Whatsapp,
as an ICT-based innovation, answers these limitations. Whatsapp
can facilitate collaborative learning with audio-visual features, share and
communicate ideas, and is claimed to be able to make the learning process
pro-student and fun. While in offline learning, collaboration is done when
face-to-face is limited in class. There is a limited group discussion of
students with students and teachers.
From the explanation
of the background that has been discussed, the authors are interested in
conducting a research entitled "Discovery Learning to Improve the Profile
of Pancasila Students, Collaboration and Mathematics Learning Outcomes in Class
VIII Students of Public Junior High School 5 Sanggau."
METHOD
This action research is a single class. Where
for real action, the implementation of activities at Public Junior High School 5 Sanggau is carried out for a
period of 2 weeks, starting from October 26, 2021, to November 8, 2021, which
is divided into 4 meetings (pre-test, treatment 1, treatment 2, post-test). In
the first step before giving treatment to Discovery Learning, the researcher
gave a pre-test (initial test) in the form of a set of multiple choice
questions with 20 questions of Linear Equation Two Variables (PLDV). The design
used in this research is The One-Group Pretest Post test Design (Sugiyono, 2018). This design was
used in a group study, class VIIIA, which was given treatment in treatment in
the application of the Discovery Learning model, then the test results were
compared where the situation was before and after being treated.
Furthermore, in the second step, the
researcher provides treatment by applying Discovery Learning during the study.
In the third step, to see the effect, the researcher gave a post-test (final
test) at the end of the study. The questions given during the post are similar
to or the same as those in the pre, 20 PLDV material questions. To see an
overview of the research design, see Figure 1 below.
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Figure
1. The one-group pretest-postest design reserach
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The
stages of Discovery Learning itself are carried out in treatment 1 and
treatment 2: (1) Data collection:�
students are allowed to collect as much information as possible, read
appropriate learning resources, observe objects related to PLDV problems,
conduct interviews, or ask friends or other adults who understand the PLDV
material, do a group problem-solving exercise test (collaboration). (2) Data
Processing: In each working group, students are allowed to process data on how
to solve problems in LKS related to PLDV material. Students collaborate by
collaborating in working groups, where the indicators are seen are adjusted to
the assessment of the collaborative Pancasila student profile, including how to
assist their friends, respect their friends' opinions, can exchange ideas with
friends, and share tasks together and can show cohesiveness in the group. Of
course, to solve PLDV problems on LKS given by the teacher. (3) Verification:
Students carefully analyze whether or not the
hypothesis they set. Each discussion working group was asked to present the
results of their discussion sent via WA, and the other groups responded
critically and politely to share discussion information. (4) Generalization:
Students make conclusions about solving problems using substitution,
elimination, and graph methods, a technique for solving two-variable linear
equations (PLDV).
The
data collection method used in the action research that the writer did was an
interview sheet to find out the students' initial data, an observation sheet to
determine student collaboration activities in discovery learning, and tests to
determine the improvement of learning outcomes. The learning outcomes data were
processed with statistical formulas, then analyzed
with the help of the latest Statistical Product and Service Solution (SPSS)
version 25. Activities in the data analysis carried out were testing
requirements analysis consisting of normality test, homogeneity test, and
T-test. Activities This test is carried out to know whether the hypothesis is
accepted or rejected so that the increase or difference in student learning
outcomes can be seen later.
RESULTS AND DISCUSSION
The research results presented in discovery learning are increasing the
profile of Collaborative Pancasila Students and improving student learning
outcomes. Student collaboration activities were carried out in treatment 1 and
treatment 2. Where the instrument used was a student development observation
sheet whose format was adapted from the Mathematics Education Research book (Lestari
& Yudhanegara, 2015). Documentation of student
collaboration activities showing the profile of Pancasila Students can be seen
in Figure 2. The steps for implementing a single class using the discovery
learning model are as follows:
a. Phase 1 (23 to October 25, 2021)
We design research instruments by
making lesson plans, worksheets, observation sheets, pre-test questions, and
post-tests.
b. Stage 2 (October 26, 2021)
The results of an interview with a
mathematics teacher conducted randomly with two students in class VIIIA of Public
Junior High School 5 Sanggau showed that mathematics
learning outcomes declined during this pandemic due to the lack of joint
activities (1) the intensity of teacher and student discussions was much
reduced. , (2) group work interaction (collaborating) with friends does not
exist, and (3) if at home parents cannot be invited to collaborate as learning
companions, this is what makes learning outcomes low. At this second meeting,
the teacher took initial data by giving pre-test and randomly taking interview
data from students.
c. Stage 3 (November 2 and 4, 2021)
1) Treatment 1 (November 2, 2021)
They are learning using the Discovery Learning on PLDV
material.
Data collection: Students can collaborate with their
group mates to understand what PLDV is in general form and how to solve PLDV.
Data Processing: In this activity, students are given
worksheets and then collaborate and work together in their respective working
groups to solve PLDV problems using methods such as elimination, substitution,
or mixed methods.
Verification: At this stage, the student's activity is
to present the discussion results from the teacher's worksheets.
Generalization: In this last stage, students and
groups make conclusions about the PLDV material and the method of solving it.
2) Treatment 2 (November 4, 2021)
Learning using the Discovery Learning on PLDV material
in the second treatment discusses the sub-subjects of PLDV completion in the
form of story questions. The activity steps are the same as in the first
treatment, which differs only in the sub-materials discussed because it continues
the previous material.
d. Stage 4 (November 8, 2021)
At this last stage, the activity
carried out by the teacher is to give pre-test questions to all students of
class VIIIA. The aim is to find out whether there are differences in student
learning outcomes before and after being given treatment with the Discovery
Learning learning model.
�
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Figure 2. Student Collaboration in Discovery Learning
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Figure 2 shows that student collaboration activities
on the indicators of sharing tasks with group friends and showing cohesiveness
are very clearly visible. This� Discovery
Learning was carried out on November 2, 2021, and November 4, 2021. More
detailed assessment results to improve the collaborative Pancasila Student Profile
in treatments 1 and 2 of the Discovery Learning can be seen in table 1.
Table 1
Results of the Assessment of the Collaborative
Pancasila Student Profile on the Discovery Learning Model
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Group
(4 Students)
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Collaboration
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Treatment 1
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Treatment 2
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1
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13
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18
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2
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18
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20
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3
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13
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19
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4
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8
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14
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5
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14
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19
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6
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15
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20
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7
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10
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16
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∑
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91
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126
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(%)
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91/140*100 = 65%
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126/140*100% = 90%
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Collaboration
Indicator:
a. Help others
b. Appreciate others� opinions
c. Discuss ideas with others
d. Do the group task with group mate
e. Show cohesive
Assesment criteria:
5 = If entire indicators are implemented
4 = If 4 indicators are implemented
3 = If 3 indicators are implemented
2 = If 2 indicators are implemented
1 = If 1 indicators are implemented
0 = If entire indicators are not implemented
Table 1 shows an increase in the percentage of group
collaboration activities that reflect one of the profiles of Pancasila
students. The analysis of the observation sheet obtained an increase of 25%,
where at the first 2 treatment meetings, 65% of students actively collaborated.
In contrast, at the third meeting of the treatment, 90% of students actively
collaborated. Each group's assessment of collaboration activities is carried
out individually, considering 5 (five) collaboration indicators and their
assessment criteria. The author carried out student observations in groups as a
mathematics teacher for class VIIIA and was assisted by 1 observer from a
colleague at Public Junior High School 5 Sanggau. For
learning Discovery Learning in class VIIIA, which consists of 28 students, is
divided into 7 groups, each consisting of 4 students.
Table 2
Comparison of Pretest and Posttest Results
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Learning outcomes
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Pre-test
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Post-test
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Highest score
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90
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100
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Lowest score
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30
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60
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Complete
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12
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26
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n
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28
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28
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∑ Completeness (%)
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42,85
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92,85
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����������� Table
2 shows that there is an increase in student learning outcomes. This can be
seen from the pre-test and post-test scores. Student learning outcomes showed
an increase of 50%, where the pre-test results showed 42.85% and the post-test
92.85%. The results changed after the implementation of Discovery Learning,
which showed a significant increase where 14 students who completed it
increased to 26 students who finished in class VIIIA.
�There is a very
striking difference, where before the treatment application of Discovery
Learning, only 12 students completed.
The next step after the pre-test and post-test results
are known, data processing and data analysis are statistically parametric with
the help of the latest Statistical Product and Service Solution (SPSS) version
25. This aims to determine the distribution of data that is usually
distributed, whether data variance is homogeneous, samples are mutually
independent, and assumptions linearity. To see the results of the distribution
of linear data can be seen in Table 3 below.
Table 3
Normality Test
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Kolmogorov-Smirnova
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Shapiro-Wilk
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Statistic
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df
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Sig.
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Statistic
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df
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Sig.
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Pretest
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,136
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28
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,197
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,941
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28
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,120
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Postest
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,168
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28
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,041
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,917
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28
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,030
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a.
Lilliefors Significance Correction
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Table 3 shows the results of the normality test using
Kolmogorov Smirnov Z. The data used are sig = 0, 197 (pre-test) and sig = 0.041
(post-test). normality test shows that the pre-test is 0.197 > 0.05, which
means the data is normally distributed. Thus, it can be concluded that at the
95% confidence level, the data on students' prior knowledge on the subject of
PLDV is normally distributed. Furthermore, to find out whether the results of
the data variance from the samples analyzed are
homogeneous can be seen in table 4.
�
Table 4
Homogeneity Table
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Levene
Statistic
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df1
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df2
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Sig.
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Test results
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Based on Mean
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2,758
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1
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54
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,103
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Based on Median
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1,885
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1
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54
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,175
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Based on Median and with adjusted df
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1,885
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1
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49,985
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,176
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Based on trimmed mean
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2,666
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1
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54
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,108
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Table 4 shows the results of the homogeneity test. In
the output above, the P-Value value is obtained as a sig based on a trimmed
mean of 0.108. Because the data homogeneity test value shows sig 0.108 >
0.05, the data is homogeneous. Thus, the results of Levene's
test using SPSS concluded that at the 95% level of data variance, the
generalization ability of students who received learning using Discovery
Learning was homogeneous. Furthermore, T-test results are carried out to find
out whether there is a difference or increase in the pre-test and post-test.
This is because the data obtained previously were all customarily distributed
and homogeneous. For more details, the results of the Test Statistics can be
seen in table 5.
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Tabel 5
Test Statisticsa
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Test results
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Mann-Whitney
U
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139,500
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Wilcoxon
W
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545,500
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Z
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-4,187
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Asymp. Sig.
(2-tailed)
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,000
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a.
Grouping Variable: Prepostest
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Table 5 shows the results of the Test Statistics. In
the output above, the test results show that the Asymp
Sig (2-tailed) value <0.05, the hypothesis is accepted, meaning there is a
difference or increase in the pre-test and post-test scores.
Based on the data analysis above, it has been proven
that there is a significant difference between student learning outcomes before
receiving Discovery Learning and learning outcomes that have received Discovery
Learning. The thing that causes student learning outcomes after receiving
Discovery Learning has a higher average and increase than before because
Discovery Learning brings students more actively collaborating in learning.
Although given the same material in group activities, students are not bored,
even between students in the group looks more cohesive, where if there are
group members who do not understand their group mates will help solve the
problem. This shows that Discovery Learning can improve the student profile of
Pancasila collaboration and student learning outcomes.
CONCLUSION
Based
on the data analysis that has been carried out, it is concluded that the
Discovery Learning that has been applied can improve the student profile of
Pancasila collaboration and student learning outcomes in mathematics subjects,
especially in class VIIIA Public Junior High School 5 Sanggau Sanggau on
PLDV material. This means that there is an increase in the pre-test and
post-test values. This increase was seen from the analysis of the observation
sheet; it was obtained an increase of 25% where at the first 2 treatment
meetings, 65% of students actively collaborated. In contrast, in the treatment
of the third meeting, 90% of students actively collaborated. Student learning
outcomes showed an increase of 50%; the pre-test results showed 42.85%, and the
post was 92.85%. In addition, the data processing results on the normality test
showed that the pre-test was 0.197 > 0.05, meaning the data was normally
distributed. The homogeneity test data showed sig 0.108 > 0.05, meaning the
data was homogeneous. The T-test showed a significance = of 0.00. Thus it can
be concluded that the hypothesis is accepted.
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DISCOVERY LEARNING MODEL TO
IMPROVE COLLABORATIVE PANCASILA STUDENT PROFILES AND MATHEMATICS LEARNING
OUTCOMES 